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Audiology - Communication Research

versão On-line ISSN 2317-6431

Resumo

VATANABE, Tatiana Yoshie et al. Performance of children with reading difficulties after auditory training. Audiol., Commun. Res. [online]. 2014, vol.19, n.1, pp.7-12. ISSN 2317-6431.  http://dx.doi.org/10.1590/S2317-64312014000100003.

Purpose

: To evaluate reading performance and auditory temporal resolution in children with reading difficulties after auditory training.

Methods

: Twenty 8 year- old children, 10 with reading difficulties (Study Group) and 10 without reading difficulties (Control Group) were assessed. All subjects participated in an initial assessment and reassessment of auditory temporal resolution (Frequency Pattern, Duration Pattern, and Gap in Noise (GIN) Tests) and reading performance (Clinical Reading Protocol and Phonological Awareness Test - CONFIAS). The Study Group was submitted to eight auditory training sessions.

Results

: The Control Group showed superior performance on all tests compared to the Study Group at both assessment and reassessment. The difference in performance before and after training was statistically significant for almost all tasks in the Study Group, except for phonological awareness.

Conclusion

: The auditory training proved effective for improving performance on auditory temporal and reading tasks in children with reading difficulties.

Palavras-chave : Dyslexia; Auditory perception; Reaction time; Child; Reading.

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