[Auditory closure according to central auditory processing and psycholinguistic skills in adolescents.]

The process of auditory closure is defined as the ability to complete distorted or missing parts of the acoustic signal and recognize the message in its entirety, is executed daily and should be intact in adolescents.

To determine the possible alteration of auditory closure according to central auditory processing tests and the psycholinguistic skills in adolescents and; to analyze the relation between the academic performance with central auditory processing tests and psycholinguistic abilities.

A descriptive and transversal study was carried out. 235 adolescents were assessed with normal hearing and without added pathologies. Central auditory processing (CAP) tests from Neustadt et al. and the Illinois Psycholinguistic Aptitude Test (IPAT) to assess psycholinguistic skills (HP).

No association was found (p> 0.05) between the specific tests that evaluate the auditory closure (monosyllables with noise and filtered speech of CAP and auditory integration of HP). Regarding academic performance, a statistically significant association was observed (p> 0.05) with three of four psycholinguistic abilities: auditory association, sequential memory and grammatical integration. In turn, there was a significant association between academic performance and one of the four CAP tests: SSW.

This research presents an approach on the interrelation between audiological and linguistic tests to detect early alterations in auditory closure in order to arrive at an integral look that contributes to the therapeutics of the problem in adolescents.