Abstract
SummarySchool learning can be hampered if there are defects on the central auditory process. Since those with auditory deficiency can be rehabilitated, it is fundamental that we identify them. Otoacoustic emissions test has low cost and operational ease. Study design: clinical and experimental.Aimto study the relationship between school learning and transient otoacoustic emission suppression by contralateral stimuli.Material and Methods39 individuals, from 7 to 12 years of age were evaluated, 19 (48.7%) with good school performance and 20 (51.3%) poor performers.ResultsA transient otoacoustic emission suppression failure for contralateral acoustic stimuli was more frequently found among children with poor school performance. We established a value of 1.6 dB SPL for emission reduction that characterized those children as belonging to the poor learning performance group: sensitivity 65%, specificity 72,2%, accuracy of 68.4%, positive predictive value of 72.2%.ConclusionThe contralateral emission suppression test of the right ear can be predictive of school difficulties in individuals from six to twelve years of age.
Highlights
The auditory function and most that of auditory communication have been extensively studied
The hypothesis that losses in auditory perception may be associated with the difficulty in learning the sound-symbol relationships which make up the very basis of phonetic rules, and that there is a relationship between acquiring reading and writing skills and the underlying speech and hearing skills have been growing in number of participants
A number of factors interfere on the school performance of children; among them we have the functional integrity of the auditory system
Summary
The auditory function and most that of auditory communication have been extensively studied. The hypothesis that losses in auditory perception may be associated with the difficulty in learning the sound-symbol relationships which make up the very basis of phonetic rules, and that there is a relationship between acquiring reading and writing skills and the underlying speech and hearing skills have been growing in number of participants. Some researchers have studied the relationships between problems associated with temporal processing of auditory stimuli and losses of some speech and hearing skills and phonemic segmentation. A number of factors interfere on the school performance of children; among them we have the functional integrity of the auditory system. Identifying this deficiency can be relevant in the process of rehabilitating these children
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