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Hearing and Auditory Processing Abilities in Primary School Children with Learning Difficulties.

Seong Min Robyn Choi1, Joseph Kei, Wayne J Wilson

  • 1Hearing Research Unit for Children, Division of Audiology, School of Health and Rehabilitation Sciences, The University of Queensland, St Lucia, QLD 4072, Australia.

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|September 8, 2018
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Summary
This summary is machine-generated.

Children with learning difficulties (LD) are significantly more likely to experience hearing and auditory processing issues. Early hearing assessments, including conventional hearing assessment (CHA) and auditory processing assessment (APA), are crucial for identifying and supporting these students.

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Area of Science:

  • Audiology
  • Developmental Psychology
  • Educational Psychology

Background:

  • Learning difficulties (LD) can impact academic performance.
  • Auditory processing and hearing abilities are fundamental for learning.
  • Previous research has not fully elucidated the prevalence of hearing and auditory processing deficits in children with LD.

Purpose of the Study:

  • To investigate hearing and auditory processing abilities in primary school children with learning difficulties (LD).
  • To compare the hearing and auditory processing abilities of children with LD to typically developing (TD) children.
  • To determine the relationship between auditory function and learning scores in children with LD.

Main Methods:

  • A cross-sectional study involving 486 primary school children (67 with LD, 419 TD).
  • Children underwent conventional hearing assessment (CHA) including pure-tone audiometry, tympanometry, acoustic reflexes (AR), and otoacoustic emissions (OAEs).
  • Children with normal CHA results also completed an auditory processing assessment (APA) using dichotic digits (DD) and low-pass filtered speech (LPFS) tests.

Main Results:

  • Children with LD were 2.4 times more likely to fail CHA, 2.1 times more likely to fail APA, and 2.0 times more likely to fail overall hearing assessment (OHA) compared to TD children.
  • Significant proportions of children with LD failed CHA (31.4%), APA (34.5%), and OHA (55.2%).
  • Auditory measures (AR, DD, LPFS) explained 13-18% of the variance in Learning Scores for children who completed the OHA.

Conclusions:

  • Hearing impairment and auditory processing deficits are more prevalent in children with LD.
  • Comprehensive hearing evaluations, starting with CHA and potentially including APA, are recommended for children with LD.
  • Early identification and auditory support are essential for enhancing the learning of children with LD.