Effect of intensive training on auditory processing and reading skills

Abstract

This study assessed the ability of seven children to accurately judge relative durations of auditory and visual stimuli before and after participation in a language remediation program. The goal of the intervention program is to improve the children’s ability to detect and identify rapidly changing auditory stimuli, and thereby improve their language-related skills. Children showed improved accuracy on a test of auditory duration judgement following the intervention without analogous improvements in the visual domain, supporting the assertion that intensive training with modified speech improves auditory temporal discrimination. However, these improvements did not generalize to reading skills, as assessed by standard measures of phonological awareness and non-word reading.