Auditory Processing Factors in Language Disorders: The View from Procrustes' Bed

1973 ◽  
Vol 38 (3) ◽  
pp. 304-315 ◽  
Author(s):  
Norma S. Rees
Keyword(s):  
Auditory Processing ◽  
Speech Sound ◽  
Specific Learning Disability ◽  
Learning Disorders ◽  
Weak Evidence ◽  
Therapeutic Procedures ◽  
Sound Discrimination ◽  
Auditory Skills ◽  
Processing Factors ◽  
Specific Learning

A failure in auditory processing is often cited as a major or contributing cause of language and learning disorders in children and adults, including defective articulation, aphasia, dyslexia, and specific learning disability. The claim persists in spite of the relatively limited and weak evidence for such a factor and the inconsistency of this conclusion with current findings in speech perception research. The implications for traditional educational, diagnostic, and therapeutic procedures involving basic auditory skills such as speech-sound discrimination are discussed.

The Disabled Learner: Early detection and intervention (Modern approaches to the diagnosis and instruction of multi-handicapped children, vol. 8), edited by P. Satz, and J. Ross. The Netherlands: The Rotterdam University Press, 1973, 297 pp., $18.65

PEDIATRICS ◽  
1974 ◽  
Vol 53 (6) ◽  
pp. 958-958
Author(s):  
James J. A. Cavanaugh
Keyword(s):  
Early Detection ◽  
Language Development ◽  
Specific Learning Disability ◽  
Learning Disorders ◽  
Basic Information ◽  
Handicapped Children ◽  
New Methods ◽  
Development Section ◽  
The Disabled ◽  
Specific Learning

In The Disabled Learner editors Satz and Ross present a potpourri of articles previously delivered at a conference held to acquaint physicians, educators and psychologists with new basic information in the field of learning disorders and to review new methods of intervention. The book falls far short of this goal. The biology is naive, the language development section is uninformed, or at least systematically ignores a broad literature in this discipline, and the chapters that deal with specific learning disability and developmental dyslexia are unrewarding.

scholarly journals Types of Specific Learning Disability

2021 ◽  
Author(s):  
Vinutha U. Muktamath ◽  
Priya R. Hegde ◽  
Samreen Chand
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Language Processing ◽  
Auditory Processing ◽  
Verbal Learning ◽  
Specific Learning Disability ◽  
Holistic Understanding ◽  
Teachers And Parents ◽  
The Individual ◽  
Specific Learning

The chapter “Specific Learning Disability and its Types” is an effort to educate the readers, specially the educators about a developmental disorder that begins by school age, although it may not be recognized until later. It involves on-going problems learning key academic skills, including reading, writing, and math. The chapter makes an attempt to bring about understanding of SLD, brief historical perspective and its classification. The chapter elaborately discusses the seven types of specific learning disability according to Learning Disabilities Association of America. The chapter centers around seven learning disabilities namely, dyslexia ,dysgraphia, dyscalculia, auditory processing disorder, language processing disorder, non-verbal learning disabilities , visual perceptual deficit; their causes and symptoms to give a holistic understanding about the disability for the teachers and parents to understand the individual differences.

Speech-Sound Discrimination in School-Age Children

1999 ◽  
Vol 42 (5) ◽  
pp. 1042-1060 ◽  
Author(s):  
Nina Kraus ◽  
Dawn Burton Koch ◽  
Therese J. McGee ◽  
Trent G. Nicol ◽  
Jenna Cunningham
Keyword(s):  
Auditory Processing ◽  
Speech Sound ◽  
Learning Problems ◽  
School Age Children ◽  
Central Auditory Processing ◽  
School Age ◽  
Transition Duration ◽  
Developmental Effects ◽  
Sound Discrimination ◽  
Latency Duration

This study measured behavioral speech-sound discrimination and a neurophysiologic correlate of discrimination in normal school-age children (ages 6 to 15) to determine if developmental effects exist. Just noticeable differences (JNDs) and mismatch responses (MMNs) were assessed for synthetic syllables that differed in third-formant onset frequency (/da-ga/) and formant transition duration (/ba-wa/). These stimuli were selected because children with learning problems often find it difficult to discriminate rapid spectrotemporal changes like /da-ga/, whereas the ability to distinguish /ba-wa/ is relatively unimpaired. Results indicate that JNDs for /da-ga/ show no developmental effects and that JNDs for /ba-wa/ decrease slightly with age (although likely for task-related reasons). MMNs elicited by two /da-ga/ stimulus pairs (onset frequency differences=20 Hz, 280 Hz) and three /ba-wa/ stimulus pairs (transition duration differences=3, 5, 15 ms) showed no systematic or significant differences for onset latency, duration, or area as a function of age. Normative JND and MMN data are provided. These norms provide a metric against which children with suspected central auditory processing difficulties or auditory-based language disorders can be compared.

Distinctive Phonetic Features as Relevant and Irrelevant Stimulus Dimensions in Speech-Sound Discrimination Learning

1974 ◽  
Vol 17 (3) ◽  
pp. 417-425
Author(s):  
Stuart I. Ritterman ◽  
Nancy C. Freeman
Keyword(s):  
College Students ◽  
Discrimination Learning ◽  
Irrelevant Dimension ◽  
Speech Sound ◽  
Irrelevant Stimulus ◽  
Relevant Dimension ◽  
Phonetic Features ◽  
Sound Discrimination ◽  
Nonsense Syllables

Thirty-two college students were required to learn the relevant dimension in each of two randomized lists of auditorily presented stimuli. The stimuli consisted of seven pairs of CV nonsense syllables differing by two relevant dimension units and from zero to seven irrelevant dimension units. Stimulus dimensions were determined according to Saporta’s units of difference. No significant differences in performance as a function of number of the irrelevant dimensions nor characteristics of the relevant dimension were observed.

Specific Learning Disabilities

2018 ◽  
Author(s):  
Christopher J. Lonigan
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Language Proficiency ◽  
Medical Condition ◽  
Neurodevelopmental Disorder ◽  
Opportunity To Learn ◽  
Specific Learning Disability ◽  
Specific Learning Disabilities ◽  
Low Achievement ◽  
Specific Learning

Specific learning disability is a common neurodevelopmental disorder affecting about 5–8% of the school-aged population. A key concept in specific learning disabilities is unexpected low achievement. An individual whose achievement in reading, math, or writing is both low and less than what would be expected based on developmental capacity and opportunity to learn and whose low achievement cannot be explained by a sensory impairment, limited language proficiency, or other impairing medical condition is considered to have a specific learning disability. This chapter provides an overview of issues and challenges involved in the identification and diagnosis of a specific learning disability, and it provides information on prevalence, epidemiology, and interventions for specific learning disabilities. Response-to-instruction models of identification hold promise for the identification of individuals with a specific learning disability, and they provide a means for the identification of false positives while enhancing the instructional context for children at risk.

Deficits in musical rhythm perception in children with specific learning disabilities

2021 ◽  
pp. 1-7
Author(s):  
Vasudha Hande ◽  
Shantala Hegde
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Language Processing ◽  
Phonological Processing ◽  
Specific Learning Disability ◽  
Specific Learning Disabilities ◽  
Target Language ◽  
Rhythm Perception ◽  
Musical Rhythm ◽  
Specific Learning

BACKGROUND: A specific learning disability comes with a cluster of deficits in the neurocognitive domain. Phonological processing deficits have been the core of different types of specific learning disabilities. In addition to difficulties in phonological processing and cognitive deficits, children with specific learning disability (SLD) are known to also found have deficits in more innate non-language-based skills like musical rhythm processing. OBJECTIVES: This paper reviews studies in the area of musical rhythm perception in children with SLD. An attempt was made to throw light on beneficial effects of music and rhythm-based intervention and their underlying mechanism. METHODS: A hypothesis-driven review of research in the domain of rhythm deficits and rhythm-based intervention in children with SLD was carried out. RESULTS: A summary of the reviewed literature highlights that music and language processing have shared neural underpinnings. Children with SLD in addition to difficulties in language processing and other neurocognitive deficits are known to have deficits in music and rhythm perception. This is explained in the background of deficits in auditory skills, perceptuo-motor skills and timing skills. Attempt has been made in the field to understand the effect of music training on the children’s auditory processing and language development. Music and rhythm-based intervention emerges as a powerful intervention method to target language processing and other neurocognitive functions. Future studies in this direction are highly underscored. CONCLUSIONS: Suggestions for future research on music-based interventions have been discussed.

scholarly journals Comorbidities Between Specific Learning Disorders and Psychopathology in Elementary School Children in Germany

2020 ◽  
Vol 11 ◽  
Author(s):  
Linda Visser ◽  
Julia Kalmar ◽  
Janosch Linkersdörfer ◽  
Ruth Görgen ◽  
Josefine Rothe ◽  
...  
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Learning Disorders ◽  
Specific Learning
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