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Learning Disabilities

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...

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Related Experiment Video

Updated: Jun 14, 2026

Assessment of Audio-Tactile Sensory Substitution Training in Participants with Profound Deafness Using the Event-Related Potential Technique

Assessment of Audio-Tactile Sensory Substitution Training in Participants with Profound Deafness Using the Event-Related Potential Technique

Published on: September 7, 2022

Auditory training in students with learning disabilities.

Fábio Henrique Pinheiro¹, Simone Aparecida Capellini

¹Departamento de Fonoaudiologia, Faculdade de Filosofia e Ciências, Universidade Estadual Paulista, Marília - SP, Brazil. fabiohenriquepinheiro@yahoo.com.br

Pro-Fono : Revista De Atualizacao Cientifica

|March 27, 2010

Summary

This summary is machine-generated.

Auditory training improved auditory skills and phonological awareness in students with learning disabilities. The program effectively enhanced these abilities in both students with and without learning disabilities.

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Last Updated: Jun 14, 2026

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Quantitative Assessment of Cortical Auditory-tactile Processing in Children with Disabilities

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Published on: January 29, 2014

Area of Science:

Auditory processing and learning disabilities research.
Educational psychology and intervention studies.

Background:

Students with learning disabilities often exhibit deficits in auditory skills and phonological awareness.
Understanding the impact of targeted interventions is crucial for academic success.

Purpose of the Study:

To evaluate the effectiveness of an auditory training program for students with learning disabilities.
To compare auditory skill development in students with and without learning disabilities, with and without the intervention.

Main Methods:

A study involving 40 students, divided into groups with and without learning disabilities, with some receiving the 'Audio Training' program.
Intervention and control groups were established for both student populations.
Pre and post-testing assessed auditory skills and phonological awareness.

Main Results:

Students with learning disabilities (GI) showed lower performance in auditory and phonological tasks compared to those without (GII).
Both groups receiving the auditory training program (GIe and GIIe) demonstrated improved performance in auditory skills and phonological awareness post-intervention.

Conclusions:

Students with learning disabilities have lower auditory and phonological task performance.
The 'Audio Training' program proved effective in developing these crucial skills.