Abstract
BackgroundMany research studies have explained that an auditory processing deficit might be the underlying cause for some forms of reading difficulties. However, deficits affecting other modalities, such as vision might be the other potential contributing factor.ObjectivesThis research investigated both central auditory processing abilities and the visual pathway in children having scholastic underachievement due to reading difficulties.Patients and methodThe study group consisted of 15 children (eight male and seven female) between the age of 5 and 15 years. They had scholastic underachievement due reading difficulties. All children were subjected to a standardized Arabic central auditory test battery for children. It included tests for selective auditory attention, dichotic listening, memory, and temporal processing abilities. Other tests that were administered included electrophysiologic measures, auditory event-related potentials (P300), and visual-evoked potential (P100), as well as the Illinois test of psycholinguistic abilities and screening test for risk for dyslexia to verify reading complains and to assess psycholinguistic abilities.ResultsCentral auditory test battery that was accompanied by abnormal auditory event-related potentials (P300) revealed abnormal pattern mainly affecting temporal processing and memory abilities. However, some children had additional dichotic listening or selective auditory attention deficit. Abnormal visual-evoked potential (P100) was detected in the majority of children. The Illinois test revealed visual pattern affection in those children.ConclusionChildren with reading difficulties had temporal processing disorder and memory deficit pattern. Furthermore, there was an association between visual affection and reading difficulty that supports multimodality affection in those children. Hence, the remediation program for these children should include both auditory and visual modalities.
Highlights
The term ‘dyslexia’ is used to describe specific and significant impairment in reading abilities, unexplainable by any kind of deficit in general intelligence, learning opportunity, general motivation, or sensory acuity [1]
The term ‘reading disability’ has become preferred over dyslexia to describe children who have difficulty acquiring a wider variety of literacy skills
Standardized Arabic central auditory test battery for children [6]. It included tests for selective auditory attention (Arabic speech in noise test, dichotic listening, and Arabic competing sentences for children); auditory memory tests (Arabic memory tests for recognition, content, and sequence) [7]; and temporal processing abilities (pitch pattern test [8], auditory fusion test (AFT), and time compressed speech 40%) [9]
Summary
The term ‘dyslexia’ is used to describe specific and significant impairment in reading abilities, unexplainable by any kind of deficit in general intelligence, learning opportunity, general motivation, or sensory acuity [1]. There is no consistent evidence of one underlying biological or neurological cause of reading disability, phonological awareness skills have been shown consistently to impact early reading achievement. Several researchers have suggested that auditory processing disorder may contribute to the development of generalized learning disabilities or more specific reading and language disorders [2]. Functional MRI studies have shown that characteristic posterior brain areas are typically involved in reading and reading-related tasks in children and adults. They include both the temporoparietal circuit that may. Many research studies have explained that an auditory processing deficit might be the underlying cause for some forms of reading difficulties. Deficits affecting other modalities, such as vision might be the other potential contributing factor
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