Chaubet et al.(2525 Chaubet J, Pereira L, Perez AP. Temporal resolution ability in students with dyslexia and reading and writing disorders. Int Arch Otorhinolaryngol. 2014;18(2):146-9. http://dx.doi.org/10.1055/s-0033-1363465. PMid:25992081. http://dx.doi.org/10.1055/s-0033-1363465...
)
|
Brazil |
Cross-sectional |
56 participants: 11 with dyslexia, 15 with reading and writing disorders and 30 from the group without change. |
Audiological assessment and GIN. |
The GIN test similarly identified difficulty in individuals with reading and writing disorders and in individuals with dyslexia. The performance of the typical group was better than the other two. |
Age range: 10-15 y. |
Vatanabe et al.(2626 Vatanabe TY, Navas ALGP, Mariano SPB, Murphy CB, Durante AS. Desempenho de crianças com distúrbio de leitura após o treino auditivo. Audiol Commun Res. 2014;19(1):7-12. http://dx.doi.org/10.1590/S2317-64312014000100003. http://dx.doi.org/10.1590/S2317-64312014...
)
|
Brazil |
Experimental |
20 participants: 10 with reading difficulties and 10 without school difficulties. |
Initial and post auditory evaluation of TPF, DPT, GIN, Clinical Reading Protocol and PAT. |
The auditory training was effective in improving temporal and reading skills in children who had reading difficulties. |
Age range: 8 y. |
Murphy-Ruiz et al.(2727 Murphy-Ruiz PC, Penaloza-Lopez YR, Garcia-Pedroza F, Poblano A. Right cerebral hemisphere and central auditory processing in children with developmental dyslexia. Arq Neuropsiquiatr. 2013;71(11):883-9. http://dx.doi.org/10.1590/0004-282X20130172. PMid:24394876. http://dx.doi.org/10.1590/0004-282X20130...
)
|
México |
Cross-sectional |
40 participants: 20 with dyslexia and 20 in a group without alterations. |
Assessment of writing and reading comprehension and accuracy; TPF and DPT, recognition of musical tone and identification of environmental sounds. |
Children with dyslexia performed worse in all PAC tests when compared to the typical group, including those involving the right brain hemisphere. |
Age range: 7-11 y. |
Oliveira et al.(2828 Oliveira JC, Murphy CFB, Schochat E. Processamento auditivo (central) em crianças com dislexia: avaliação comportamental e eletrofisiológica. CoDAS. 2013;25(1):39-44. http://dx.doi.org/10.1590/S2317-17822013000100008. PMid:24408169. http://dx.doi.org/10.1590/S2317-17822013...
)
|
Brazil |
Cross-sectional |
38 participants: 22 with dyslexia and 16 in a group without alterations.. |
Complete audiological evaluation, PEATE, single word reading/reduced version test, text reading/adaptation test, FR test, TDD, TPF, P300. |
The results suggested a change in temporal processing skills and figure-background in children with dyslexia. |
Age range: 9-12 y |
Simões et al.(2929 Simões MB, Schochat E. Transtorno do processamento auditivo (central) em indivíduos com e sem dislexia. Pró-Fono Rev Atual Cient. 2010;22(4):521-4. http://dx.doi.org/10.1590/S0104-56872010000400027. PMid:21271110. http://dx.doi.org/10.1590/S0104-56872010...
)
|
Brazil |
Cross-sectional |
40 participants: 20 with dyslexia and 20 with TPAC. |
Audiological assessment, FR, TDD and TPF tests |
The probability of change in FR and TDD tests was higher in the TPAC group than in the group with dyslexia. The TPF presented the same probability of change in both groups. |
Age range: 7-12 y. |
Boscariol et al.(3030 Boscariol M, Guimarães CA, Hage SRDV, Cendes F, Guerreiro MM. Processamento temporal auditivo: relação com dislexia do desenvolvimento e malformação cortical. Pró-Fono Rev Atual Cient. 2010;22(4):537-42. http://dx.doi.org/10.1590/S0104-56872010000400030. http://dx.doi.org/10.1590/S0104-56872010...
)
|
Brazil |
Cross-sectional |
20 participants: 11 with dyslexia and 9 in a group with no alterations. |
ABFW (phonology), reading and writing assessment (spontaneous writing, Phonological Skills Profile test, PCS), TDE, oral reading speed; peripheral audiological assessment, RGDT and/or RGDT Expanded. |
It was found that children with developmental dyslexia could have altered auditory temporal processing, with damage to phonological processing. |
Age range: 8-14 y. |
Pelitero et al.(3131 Pelitero TM, Manfredi AKDS, Schneck APC. Avaliação das habilidades auditivas em crianças com alterações de aprendizagem. Rev CEFAC. 2010;12(4):662-70. http://dx.doi.org/10.1590/S1516-18462010005000062. http://dx.doi.org/10.1590/S1516-18462010...
)
|
Brazil |
Cross-sectional |
28 participants: 13 with learning change from reading and writing and 15 from the group without change. |
Otoscopy, audiological evaluation, TDE, ASPA and the PSI test. |
More changes were observed in the AP tests in the group with learning alterations. However, there was no association with significance. |
Age range: 8-12 y. |
Pinheiro et al.(3232 Pinheiro FH, Oliveira AMD, Cardoso ACV, Capellini SA. Testes de escuta dicótica em escolares com distúrbio de aprendizagem. Rev Bras Otorrinolaringol. 2010;76(2):257-62.)
|
Brazil |
Cross-sectional |
40 participants: 20 with learning disability and 20 with good school performance. |
Basic audiological assessment and TDD, SSW and FR tests. |
The group of schoolchildren with learning disabilities performed less well than the group without difficulties, reflecting difficulties in processing auditory information. |
Age range: 8-12 y. |
Abdo et al.(3333 Abdo AGR, Murphy CFB, Schochat E. Habilidades auditivas em crianças com dislexia e transtorno do déficit de atenção e hiperatividade. Pró-Fono Rev Atual Cient. 2010;22(1):25-30. http://dx.doi.org/10.1590/S0104-56872010000100006. http://dx.doi.org/10.1590/S0104-56872010...
)
|
Brazil |
Cross-sectional |
30 participants: 10 with dyslexia, 10 with ADHD and 10 from the group without change. |
Complete audiological evaluation, FR, TDD and TPF tests. |
In TPF, children with dyslexia performed statistically worse than the typical group, suggesting the existence of a relationship between temporal abilities and reading disorder. |
Age range: 7-12 y. |
Pinheiro et al.(3232 Pinheiro FH, Oliveira AMD, Cardoso ACV, Capellini SA. Testes de escuta dicótica em escolares com distúrbio de aprendizagem. Rev Bras Otorrinolaringol. 2010;76(2):257-62.)
|
Brazil |
Experimental |
40 participants: 20 with learning disability and 20 without learning disability. Each group was subdivided into two and only half of the participants received auditory training. |
Audiological examination; TDD and SSW; CONFIAS. |
Performance in auditory skills after the application of the auditory training program improved in participants with and without learning disabilities. |
Age range: 8-14 y. |
The Audio Training® auditory training program was held. |
Frota et al.(1010 Frota S, Pereira LD. Processamento auditivo: estudo em crianças com distúrbios da leitura e da escrita. Rev Psicopedag. 2010;27(83):214-22.)
|
Brazil |
Cross-sectional |
60 participants: 30 with unfavorable results in at least one of the reading and writing tests and 30 in the group without change. |
Basic audiological evaluation; Phonological Awareness Test; reading speed evaluation; reading aloud test; writing evaluation with dictation of real and invented words; understanding of narratives through the linguistic notion of figure-background; SSW Test; Dichotic Test; Sound Sequencing Test; and Localization Test for Non-Verbal Sounds. |
In most central auditory processing tests, the performance of children without reading and writing disorders was better than the performance of the group with the deficit. |
Age range: 9-12 y. |
Murphy et al.(3434 Murphy CFB, Schochat E. How auditory temporal processing deficits relate to dyslexia. Braz J Med Biol Res. 2009;42(7):647-54. http://dx.doi.org/10.1590/S0100-879X2009000700009. PMid:19578644. http://dx.doi.org/10.1590/S0100-879X2009...
)
|
Brazil |
Cross-sectional |
60 participants: 33 with dyslexia and 27 from the group without change. |
Otoscopy, immittance and tonal and speech audiometry; frequency and duration discrimination tests, frequency and duration ordering. |
The group with dyslexia showed significantly lower performance in all situations. |
Age range: 9-12 y. |
Pinheiro et al.(3535 Pinheiro FH, Capellini SA. Desenvolvimento das habilidades auditivas de escolares com distúrbio de aprendizagem, antes e após treinamento auditivo, e suas implicações educacionais. Rev Psicopedag. 2009;26(80):231-41.)
|
Brazil |
Experimental |
40 participants: 20 with learning disability and 20 without learning disability. Each group was subdivided into two and only half of the participants received auditory training. |
Audiological evaluation; PSI TDD and SSW tests in pre- and post-test situations. |
Schoolchildren with learning disabilities presented statistically significant changes. The performance of both groups, after auditory training, was statistically superior. |
Age range: 8-14 y. |
Audio Training® Auditory Training Program. |
Changes in BP directly interfere with the reception and decoding of information, reflecting delays in language development and learning to read and write in the classroom. |
Engelmann et al.(3636 Engelmann L, Ferreira MIDC. Avaliação do processamento auditivo em crianças com dificuldades de aprendizagem. Rev Soc Bras Fonoaudiol. 2009;14(1):69-74. http://dx.doi.org/10.1590/S1516-80342009000100012. http://dx.doi.org/10.1590/S1516-80342009...
)
|
Brazil |
Exploratory Cross-sectional |
21 participants: 9 with more fluency in reading and 12 with less fluency in reading. |
Basic audiological assessment; writing assessment; silent reading assessment; fluency and reading comprehension assessment; ASPA; TDD and SSW; PPS. |
The study identified verbal sequential memory as a relevant aspect, by relating the scores of central auditory processing tests to the learning difficulties evidenced by lower reading fluency. |
Age range: 7-11 y. |
Germano et al.(3737 Germano GD, Pinheiro FH, Cardoso ACV, Santos LCA, Padula NAMR, Capellini SA. Relação entre achados em neuroimagem, habilidades auditivas e metafonológicas em escolares com dislexia do desenvolvimento. Rev Soc Bras Fonoaudiol. 2009;14(3):315-22. http://dx.doi.org/10.1590/S1516-80342009000300006. http://dx.doi.org/10.1590/S1516-80342009...
)
|
Brazil |
Cross-sectional |
20 participants: 10 with dyslexia and 10 with good academic performance. |
Basic audiological examination, ASPA, PSI, TDD and SSW tests, Phonological Awareness Test. |
The performance of the group with good academic performance was better than the group with dyslexia. |
Age range: 10 y. and 4 months (average age) |
Capellini et al.(3838 Capellini SA, Germano GD, Cardoso ACV. Relação entre habilidades auditivas e fonológicas em crianças com dislexia do desenvolvimento. Rev Sem Assoc Bras Psicol Escol Educ. 2008;12(1):235-53. http://dx.doi.org/10.1590/S1413-85572008000100016. http://dx.doi.org/10.1590/S1413-85572008...
)
|
Brazil |
Cross-sectional |
20 participants: 10 with dyslexia and 10 with good academic performance. |
Basic audiological examination; ASPA, PSI, TDD and SSW tests, Phonological Awareness Test. |
School children with dyslexia presented difficulties in attention listening skills, coding, organization and integration of auditory information that compromised the use of phonological skills such as attention, analysis, synthesis, and work memory. |
Age range: 10 y and 4 months (average age) |
Steinbrink et al.(1919 Steinbrink C, Knigge J, Mannhaupt G, Sallat S, Werkle A. Are temporal and tonal musical skills related to phonological awareness and literacy skills? Evidence from two cross-sectional studies with children from different age groups. Front Psychol. 2019;10(16):805. http://dx.doi.org/10.3389/fpsyg.2019.00805. PMid:31040806. http://dx.doi.org/10.3389/fpsyg.2019.008...
)
|
Germany |
Cross-sectional |
Study 1: 54 participants |
Five musical tasks (temporal and tonal musical skills); phonological processing evaluation (phonological awareness, short-term and working phonological memory, speed of appointment). |
In both studies, rhythm reproduction and pitch perception proved to be significant predictors of phonological awareness. |
Age range: 5 y. and 9 months (average age) |
The results indicated that musical processing skills still contributed expressively to the prediction of the number of correctly written graphemes, since the reproduction of the rhythm predicted, significantly, the number of correctly written graphemes, as well as the use of alphabetic spelling. |
Study 2: 96 participants |
|
Age range: 8 y. and 9 months (average age) |
|
Wang et al.(3939 Wang HS, Wang NY, Chen IC, Tsao Y. Auditory identification of frequency-modulated sweeps and reading difficulties in Chinese. Res Dev Disabil. 2019;86:53-61. http://dx.doi.org/10.1016/j.ridd.2019.01.006. PMid:30660853. http://dx.doi.org/10.1016/j.ridd.2019.01...
)
|
Taiwan |
Case-control |
55 participants: 28 with dyslexia and 27 in control group. |
Chinese character recognition, lexical tone perception, frequency discrimination and FM scan direction identification. |
Children with developmental dyslexia, who use the Chinese language, performed significantly worse in all tasks. |
Age range: 9 y. (average age) |
Poor auditory frequency processing may be associated with phonologically deficient Chinese developmental dyslexia. |
Souza et al.(2020 Souza CA, Escarce AG, Lemos SMA. Ordenação temporal e competência leitora de palavras e pseudopalavras: estudo preliminar. CoDAS. 2018;30(2):e20170102. http://dx.doi.org/10.1590/2317-1782/20182017102. PMid:29791619. http://dx.doi.org/10.1590/2317-1782/2018...
)
|
Brazil |
Pilot stage of the study Cross-sectional |
22 participants |
Auditory evaluation: meatoscopy, EOAT and, in case of “failure” result, tympanometry; TCLPP, MSV and MSNV tests, TPF and DPT. |
The Simple temporal ordering auditory skills, as well as TCLPP result, showed normal results in most participants. |
Age range: 8-10 y. |
The association of the reading competence with the temporal processing has not demonstrated statistical significance. |
Vanvooren et al.(4040 Vanvooren S, Poelmans H, De Vos A, Ghesquière P, Wouters J. Do prereaders’ auditory processing and speech perception predict later literacy? Res Dev Disabil. 2017;70:138-51. http://dx.doi.org/10.1016/j.ridd.2017.09.005. PMid:28938227. http://dx.doi.org/10.1016/j.ridd.2017.09...
)
|
Belgium |
Longitudinal |
87 participants: 44 with increased risk of dyslexia and 43 from families with normal reading. |
Auditory temporal processing tasks: FM, RT and DI; speech perception in noise task; phonological awareness; RAN; knowledge of letters; standardized reading tests. |
The speech perception in noise has proved to be the factor that most contributed to the later phonological consciousness and a predictor of reading mediated by the association with phonology. |
Age range: 5 y. |
Barker et al.(4141 Barker MD, Kuruvilla-Mathew A, Purdy SC. Cortical auditory-evoked potential and behavioral evidence for differences in auditory processing between good and poor readers. J Am Acad Audiol. 2017;28(6):534-45. http://dx.doi.org/10.3766/jaaa.16054. PMid:28590897. http://dx.doi.org/10.3766/jaaa.16054...
)
|
New Zealand |
Longitudinal |
32 participants: 15 good readers and 17 readers with bad performance. |
Feather Squadron System: evaluation of behavioral measures of BP; recording of auditory cortical evoked potentials (CAEPs) by speech. |
The study found altered central auditory processing in poorly performing readers using Feather Squadron behavioral measures and speech evoked cortical potentials. |
Age range: 9-11 y. |
Johnson et al.(4242 Johnson EP, Pennington BF, Lee NR, Boada R. Directional effects between rapid auditory processing and phonological awareness in children. J Child Psychol Psychiatry. 2009;50(8):902-10. http://dx.doi.org/10.1111/j.1469-7610.2009.02064.x. PMid:19298469. http://dx.doi.org/10.1111/j.1469-7610.20...
)
|
United States |
Longitudinal |
108 participants, tested in two different moments: 75 with speech disorder and 33 from the control group. |
Grey Reading Oral Test; Basic Reading, Spelling and Reading Comprehension subtests of the Wechsler Test; phonological awareness; fast AP assessment through a three-condition auditory masking task. |
The analysis indicated a top-down effect, such that the phonological awareness had a greater impact over time, than the inverse. Regressions indicated a lack of direct impact of rapid central auditory processing on reading ability. |
Age range: average age 5 y. and 6 months (time 1) and 8 y. and 3 months (time 2) |
Additional hierarchical regressions examined how well the rapid central auditory processing predicted reading ability when accounting for phonological awareness and vocabulary. |
Yalçinkaya et al.(4343 Yalçinkaya F, Muluk NB, Sahin S. Effects of listening ability on speaking, writing and reading skills of children who were suspected of auditory processing difficulty. Int J Pediatr Otorhinolaryngol. 2009;73(8):1137-42. http://dx.doi.org/10.1016/j.ijporl.2009.04.022. PMid:19477531. http://dx.doi.org/10.1016/j.ijporl.2009....
)
|
Turkey |
Case-control |
67 participants: 26 with TPAC and 41 from the control group. |
Observational Assessment Scale (ORS), composed of four categories: listening, speaking, reading and writing |
It was concluded that for school children, the TPAC may lead to or be associated with difficulties in written language. |
Age range: 7-8 y. |
Dawes et al.(4444 Dawes P, Sirimanna T, Burton M, Vanniasegaram I, Tweedy F, Bishop DV. Temporal auditory and visual motion processing of children diagnosed with auditory processing disorder and dyslexia. Ear Hear. 2009;30(6):675-86. http://dx.doi.org/10.1097/AUD.0b013e3181b34cc5. PMid:19672194. http://dx.doi.org/10.1097/AUD.0b013e3181...
)
|
United Kingdom |
Case-control |
139 participants: 22 with DPAC, 19 with dyslexia and 98 from the control group. |
Standardized PA test (SCAN-C or SCAN-A); TOWRE (assesses reading); OSCCI spelling test; temporal hearing task battery. |
Auditory psychophysical performance correlated positively with performance in SCAN-C, but not with reading ability. There were no significant differences between the performance of the DPAC group and dyslexia and no evidence of specific temporal hearing impairment. |
Age range: 6-13 y. |
Dawes et al.(4545 Dawes P, Bishop DV. Psychometric profile of children with auditory processing disorder and children with dyslexia. Arch Dis Child. 2010;95(6):432-6. http://dx.doi.org/10.1136/adc.2009.170118. PMid:20501538. http://dx.doi.org/10.1136/adc.2009.17011...
)
|
United Kingdom |
Case-control |
44 participants: 25 with DPAC and 19 with dyslexia. |
TOWRE (assesses reading); OSCCI spelling test; standardized PA test (SCAN-C and SCAN-A). |
There were equally high levels of attention, reading and language problems in both groups. The follow-up evaluation suggested high levels of autistic characteristics, previously not recognized within the DPAC group. |
Age range: 10 y. and 4 months (average age)) |
Ferguson et al.(4646 Ferguson MA, Hall RL, Riley A, Moore DR. Communication, listening, cognitive and speech perception skills in children with auditory processing disorder (APD) or Specific Language Impairment (SLI). J Speech Lang Hear Res. 2011;54(1):211-27. http://dx.doi.org/10.1044/1092-4388(2010/09-0167). PMid:20689032. http://dx.doi.org/10.1044/1092-4388(2010...
)
|
United Kingdom |
Cohort |
88 participants: 22 with DEL, 19 with DPA and 47 from the control group. |
QI, digit amplitude, repetition of meaningless words, phonological evaluation, reading, grammar, sentence and non-verbal intelligibility of VCV. |
There was no difference between the performance of children with DEL and with DPA, and both groups had consistent and significantly lower performance compared to the children in the control group. Speech intelligibility, both in noise and silence, was not impaired in the DEL and DPA groups. |
Age range: 6-13 y. |
Billiet et al.(4747 Billiet CR, Bellis TJ. The relationship between brainstem temporal processing and performance on tests of central auditory function in children with reading disorders. J Speech Lang Hear Res. 2011;54(1):228-42. http://dx.doi.org/10.1044/1092-4388(2010/09-0239). PMid:20689038. http://dx.doi.org/10.1044/1092-4388(2010...
)
|
United States |
Cohort |
30 participants: 10 with dyslexia and abnormal brain stem time (G1), 10 with dyslexia and normal brain stem time (G2), and 10 typical controls. |
Tonal audiometry and tympanometry, ABR test per click and tests with BioMARK; TDD, TPF, FC and DFBP tests. |
All G2 participants met the diagnostic criteria for central auditory processing disorder, while only 4 G1 participants met the criteria. |
Age range: 8-12 y. |
Boets et al.(4848 Boets B, Vandermosten M, Poelmans H, Luts H, Wouters J, Ghesquière P. Preschool impairments in auditory processing and speech perception uniquely predict future reading problems. Res Dev Disabil. 2011;32(2):560-70. http://dx.doi.org/10.1016/j.ridd.2010.12.020. PMid:21236633. http://dx.doi.org/10.1016/j.ridd.2010.12...
)
|
Belgium |
Longitudinal |
62 participants: 16 dyslexics, 20 non-dyslexics with high family risk of dyslexia and 26 non-dyslexics with low family risk. |
FM, GIN, noise speech perception and categorical speech perception tests; phonological awareness tests; literacy tests, standardized spelling test and six reading tests. |
These longitudinal data indicated that alterations in central auditory FM processing, speech perception, and phonological awareness were present together in kindergarten children who later developed dyslexia. |
Age range: (1st, 2nd and 3rd time): 5 y. and 6 months, 6 y. and 10 months, 8 y. and 4 months (average age). |
Miller et al.(4949 Miller CA, Wagstaff DA. Behavioral profiles associated with auditory processing disorder and specific language impairment. J Commun Disord. 2011;44(6):745-63. http://dx.doi.org/10.1016/j.jcomdis.2011.04.001. PMid:21636094. http://dx.doi.org/10.1016/j.jcomdis.2011...
)
|
United States |
Observational Cross-sectional |
64 participants: 35 participants with DPA and 29 in therapy for language impairment. |
Audiological evaluation (tonal audiometry, tympanometry and EOAPD); TPF; DPT; TDD and SSW; phonological memory; reading fluency; verbal operating memory. |
There were no differences in means between children with and without clinical diagnosis of DPA. Differences in group means in reading fluency were observed for children classified as DPA/non DPA and differences in group means in repetition of non-words, spatial working memory and two PA tests were observed for children classified as DEL/non DEL. |
Age range: 10 y. and 1 month (average age). |
Poelmans et al.(5050 Poelmans H, Luts H, Vandermosten M, Boets B, Ghesquière P, Wouters J. Reduced sensitivity to slow-rate dynamic auditoryinformation in children with dyslexia. Res Dev Disabil. 2011;32(6):2810-9. http://dx.doi.org/10.1016/j.ridd.2011.05.025. PMid:21645986. http://dx.doi.org/10.1016/j.ridd.2011.05...
)
|
Belgium |
Case-control |
58 participants: 13 with dyslexia, 25 with low risk with normal reading and 20 with high risk with normal reading. |
FM, RT, DI; Noise Perception of Words and Noise Perception of Senses tests; Phonological awareness. |
Children with dyslexia had difficulties with slow-rate central dynamic auditory processing and speech perception in noise. These problems persisted until the sixth year. |
Age range: 11 y. |
Messaoud-Galusi et al.(5151 Messaoud-Galusi S, Hazan V, Rosen S. Investigating speech perception in children with dyslexia: is there evidence of a consistent deficit in individuals? J Speech Lang Hear Res. 2011;54(6):1682-701. http://dx.doi.org/10.1044/1092-4388(2011/09-0261). PMid:21930615. http://dx.doi.org/10.1044/1092-4388(2011...
)
|
United Kingdom |
Case-control |
113 participants: 62 with dyslexia and 51 average readers. |
Phonological Assessment Battery; Non-Spectral Repetition Child Test; TOWRE Word Reading Efficiency Test; experimental tests, used to assess speech perception in noise and silence (Synthetic Continuum, Identification Tasks, Discrimination Tasks, Words in Noise, Words in Noise in Connected Speech). |
Children with dyslexia, on average, performed worse than average readers in the task of identifying synthetic syllables in the silent discrimination and intermediate category (but not when tested using an adaptive procedure). Speech perception did not correlate with pseudo-word reading or phonological processing - the main abilities related to dyslexia. |
Age range: 6 y. and 6 months - 13 y. and 7 months |
Vandewalle et al.(5252 Vandewalle E, Boets B, Ghesquière P, Zink I. Auditory processing and speech perception in children with specific language impairment: relations with oral language and literacy skills. Res Dev Disabil. 2012;33(2):635-44. http://dx.doi.org/10.1016/j.ridd.2011.11.005. PMid:22155538. http://dx.doi.org/10.1016/j.ridd.2011.11...
)
|
Belgium |
Longitudinal |
32 participants: 8 with specific language disorder (LSD) and literacy delay, 10 with LSD and normal literacy and 14 with typical development. |
FM and gap detection between channels; speech-noise perception and categorical perception; phonological awareness, verbal short-term memory, RAN; standardized reading and spelling tests. |
Both normal reading groups did not differ in terms of speech perception or central auditory processing. Speech perception was significantly related to reading and writing in grades 1 and 3, and had a unique predictive contribution to the growth of reading in the 3rd grade, even after controlling reading level, phonological ability, central auditory processing and oral language skills in the 1st grade. |
Age range: 6 y. and 3 months - 6 y. and 8 months |
Georgiou et al.(5353 Georgiou GK, Papadopoulos TC, Zarouna E, Parrila R. Are auditory and visual processing deficits related to developmental dyslexia? Dyslexia. 2012;18(2):110-29. http://dx.doi.org/10.1002/dys.1439. PMid:22419585. http://dx.doi.org/10.1002/dys.1439...
)
|
Canada |
Case-control |
62 participants: 21 with dyslexia, 21 from the control group (chronological age) and 20 from the control group (reading ability). |
Discrimination of Amplitude Elevation Time and Simple Time of Auditory Reaction; Phonological Processing; Speed of Rapid Naming (Digits and Objects); Phonological Memory; Spelling Choice and Quick Test of Spelling; Fluency of Reading. |
Children with dyslexia did not have central auditory processing deficits and did not perform worse than their controls, of reading ability in any of the cognitive processing measures used in the study. |
Age range: 8-11 y. |
Chobert et al.(5454 Chobert J, François C, Habib M, Besson M. Deficit in the preattentive processing of syllabic duration and VOT in children with dyslexia. Neuropsychologia. 2012;50(8):2044-55. http://dx.doi.org/10.1016/j.neuropsychologia.2012.05.004. PMid:22595658. http://dx.doi.org/10.1016/j.neuropsychol...
)
|
France |
Case-control |
48 participants: 24 with normal reading and 24 with dyslexia. |
Alouette reading test, phonological awareness and reading strategy tests, electrophysiological recording (EEG and EOG); pre-attention processing of speech sounds using the MMN. The children were presented with a sequence of syllables that included patterns (the “ba” syllable) and deviations in vocal frequency, vowel duration, and voice onset time (VOT), which were near or far from the pattern (small and large deviations). |
No differences were found between the groups for frequency deviations. While children with normal reading showed larger MMNs for large deviates in vowel duration and VOT, than for small deviates, no size deviation effect was found in children with dyslexia. |
Age range: 9-11 y. |
Zaidan et al.(5555 Zaidan E, Baran JA. Gaps-in-noise (GIN©) test results in children with and without reading disabilities and phonological processing deficits. Int J Audiol. 2013;52(2):113-23. http://dx.doi.org/10.3109/14992027.2012.733421. PMid:23167240. http://dx.doi.org/10.3109/14992027.2012....
)
|
United States |
Prospective case-control |
61 participants: 31 with dyslexia and phonological awareness deficit (G1) and 30 with normal reading skills (G2). |
Tonal Audiometry and immittance, Phonological Abilities Profile and GIN test. |
Children from G1 had longer GAP detection thresholds and lower GAP identification scores than children from G2, with significant differences between groups. |
Age range: 8-9 y. |
Johnson et al.(5656 Johnson BW, McArthur G, Hautus M, Reid M, Brock J, Castles A, et al. Lateralized auditory brain function in children with normal reading ability and in children with dyslexia. Neuropsychologia. 2013;51(4):633-41. http://dx.doi.org/10.1016/j.neuropsychologia.2012.12.015. PMid:23333528. http://dx.doi.org/10.1016/j.neuropsychol...
)
|
Australia |
Case-control |
32 participants: 16 with dyslexia and 16 with normal reading. |
Reading proficiency and phonological awareness tests; regular, irregular and pseudo-word reading; tonal audiometry; Auditory responses were elicited, using two types of broadband noise lasting 500 ms, which resulted in the perception of a central noise and a lateralized tone. Diotic pitch stimuli were included to assess the possibility of binaural hearing loss in children with dyslexia. |
The responses were strongly lateralized in children from the control group. |
Age range: 8-12 y. |
Children with dyslexia showed significantly less lateralization of cortical auditory function and a different pattern of auditory lateralization development with age. |
Grube et al.(5757 Grube M, Cooper FE, Kumar S, Kelly T, Griffiths TD. Exploring the role of auditory analysis in atypical compared to typical language development. Hear Res. 2014;308:129-40. http://dx.doi.org/10.1016/j.heares.2013.09.015. PMid:24112877. http://dx.doi.org/10.1016/j.heares.2013....
)
|
United Kingdom |
Exploratory |
201 participants: 28 with dyslexia and 173 with typical development. |
Decision of rhyme writing, spelling, word reading, pseudo-words reading; repetition of non-words (from the Working Memory Test for Children battery); inverted digit recall; auditory test (4 pitch perception tasks, 4 rhythm and time tasks and 4 timbre perception tests based on modulation). |
The dyslexic group performed significantly worse in language, but not in auditory measures. There was a tendency to decrease the correlations between the processing of short sequences and language skills, contrasted by a significant increase in the correlation for the basic processing of a single sound, particularly in the domain of modulation. |
Age range: 11 y. (average age) |
Steinbrink et al.(2121 Steinbrink C, Zimmer K, Lachmann T, Dirichs M, Kammer T. Development of rapid temporal processing and its impact on literacy skills in primary school children. Child Dev. 2014;85(4):1711-26. http://dx.doi.org/10.1111/cdev.12208. PMid:24359600. http://dx.doi.org/10.1111/cdev.12208...
)
|
Germany |
Longitudinal |
236 participants |
Audiometry Tonal Liminal; Rapid Auditory and Visual Temporal Processing; standardized tests of reading and writing. |
It has been suggested that rapid central auditory processing skills have a causal influence on the development of literacy. |
Age range: 5-7 y. |
Ahmmed et al.(2222 Ahmmed AU, Ahmmed AA, Bath JR, Ferguson MA, Plack CJ, Moore DR. Assessment of children with suspected auditory processing disorder: a factor analysis study. Ear Hear. 2014;35(3):295-305. http://dx.doi.org/10.1097/01.aud.0000441034.02052.0a. PMid:24496289. http://dx.doi.org/10.1097/01.aud.0000441...
)
|
United Kingdom |
Cross-sectional |
110 participants |
SCAN-C (low-redundancy monaural speech and dichotic listening tests); central multicenter auditory processing IMAP (retrograde masking, simultaneous masking, frequency discrimination, non-verbal intelligence, working memory, reading, attention alert and motor reaction time for auditory and visual stimuli). |
The study identified a general central auditory processing factor, as well as two other cognitive factors, “operational memory and executive attention” and “processing speed and alert attention”, to substantiate the deficits in children with suspected DPAC. |
Age range: 6-11 y. |
Individuals with central auditory processing deficiencies, along with tests of the other two cognitive factors, can explain the co-occurrence of DPA and other disorders. |
Hämäläinen et al.(5858 Hämäläinen JA, Lohvansuu K, Ervast L, Leppänen PH. Event-related potentials to tones show differences between children with multiple risk factors for dyslexia and control children before the onset of formal reading instruction. Int J Psychophysiol. 2015;95(2):101-12. http://dx.doi.org/10.1016/j.ijpsycho.2014.04.004. PMid:24746550. http://dx.doi.org/10.1016/j.ijpsycho.201...
)
|
Finland |
Case-control |
37 participants: 11 with family history of dyslexia and 26 from the control group. |
Knowledge of the letters of the Finnish alphabet; phonological identification, (phonological processing task); RAN. Passive eccentric EEG experiment with sinusoidal sounds with changes in frequency, duration or intensity of sound. |
Responses to standard stimuli showed a negative voltage shift in children at risk of reading problems compared to children in the control group. |
Age range: 5-6 y. |
In addition, children at risk of reading problems had higher late discriminatory negativity (LDN) in the range of altered sound frequency than control children. |
Rocha-Muniz et al.(5959 Rocha-Muniz CN, Zachi EC, Teixeira RA, Ventura DF, Befi-Lopes DM, Schochat E. Association between language development and auditory processing disorders. Rev Bras Otorrinolaringol. 2014;80(3):231-6. http://dx.doi.org/10.1016/j.bjorl.2014.01.002. PMid:25153108. http://dx.doi.org/10.1016/j.bjorl.2014.0...
)
|
Brazil |
Prospective case-control |
75 participants: 25 with DEL, 25 with TPA and 25 from the control group. |
TFR, TDD and TPF. |
The inter-group analysis showed that in all tests, children in the TPA and DEL groups performed significantly worse than the control group. In addition, the DEL group showed worse results than the TPA group. |
Age range: 6-12 y. |
Calcus et al.(6060 Calcus A, Colin C, Deltenre P, Kolinsky R. Informational masking of complex tones in dyslexic children. Neurosci Lett. 2015;584(1):71-6. http://dx.doi.org/10.1016/j.neulet.2014.10.026. PMid:25459281. http://dx.doi.org/10.1016/j.neulet.2014....
)
|
Belgium |
Case-control |
60 participants: 20 with phonological dyslexia, 20 from the control group by reading level and 20 from the control group by age. |
Evaluation of informational masking (IM) of complex sequences. |
The performance of normal reading control of children increased throughout the experiment, reaching a significantly better level than dyslexics in the last blocks. |
Age range: 7-11 y. |
Tomlin et al.(6161 Tomlin D, Dillon H, Sharma M, Rance G. The Impact of Auditory Processing and Cognitive Abilities in Children. Ear Hear. 2015;36(5):527-42. http://dx.doi.org/10.1097/AUD.0000000000000172. PMid:25951047. http://dx.doi.org/10.1097/AUD.0000000000...
)
|
Australia |
Case-control |
155 participants: 50 from the control group and 105 from the group referred for PA evaluation. |
TPF, TDD, GIN, MLD and LiSN-S; Reading Fluency (Wheldall Passage Reading Evaluation). |
In the scores of the group referred for PA evaluation in the TDD, TPF tests, the results showed significantly lower cognitive abilities, in general, in children referred for PA evaluation, compared to the control group. |
Age range: 7-12 y. |
Murphy et al.(6262 Murphy CF, Moore DR, Schochat E. Generalization of auditory sensory and cognitive learning in typically developing children. PLoS One. 2015;10(8):e0135422. http://dx.doi.org/10.1371/journal.pone.0135422. PMid:26267275. http://dx.doi.org/10.1371/journal.pone.0...
)
|
Brazil |
Experimental |
58 participants, distributed in five groups: 11 (attention), 13 (memory), 12 (sensory), 13 (placebo) and 9 (control). |
The tests were applied to the five groups, before and after the training period with the Active Listening software. |
All the trained groups, especially older children, showed significant learning in the trained task. In pre- and post-training measures, most groups showed improvements in the largest number of tasks. |
Age range: 5-8 y. |
Visual digit spam tasks, sustained auditory attention, Brazilian Compressed Speech Test; Phonological Awareness Test, Isolated Word Reading Test. |
Carroll et al.(2323 Carroll JM, Solity J, Shapiro LR. Predicting dyslexia using prereading skills: the role of sensorimotor and cognitive abilities. J Child Psychol Psychiatry. 2016;57(6):750-8. http://dx.doi.org/10.1111/jcpp.12488. PMid:26662375. http://dx.doi.org/10.1111/jcpp.12488...
)
|
United Kingdom |
Longitudinal |
267 participants |
Sound of letters; frequent word reading; Phonological awareness; RAN; Verbal Short Term Memory; Central auditory processing (DEST Sound Order Test); word reading accuracy (British Scale of Skills Single Word Reading Test). |
Short term verbal memory, phonological awareness, and rapid appointment were good predictors of later misreading. Deficit in visual search and central auditory processing were also present in a minority of poor readers. |
Age range: 6-8 y. |
Souza et al.(2424 Souza CA, Escarce AG, Lemos SMA. Competência leitora de palavras e pseudopalavras, desempenho escolar e habilidades auditivas em escolares do ensino fundamental. Audiol Commun Res. 2019;24:1-8. http://dx.doi.org/10.1590/2317-6431-2018-2018. http://dx.doi.org/10.1590/2317-6431-2018...
)
|
Brazil |
Cross-sectional |
109 participants |
TCLPP, TDE and ASPA. |
There was an association with statistical significance between the reading competence in words/pseudowords and the children's school performance. However, there was no evidence of association, with statistical significance, between reading competence in words/pseudowords, sociodemographic variables and auditory skills. |
Age range: 7-10 y. |