[Low level auditory skills compared to writing skills in school children attending third and fourth grade: evidence for the rapid auditory processing deficit theory?].
BACKGROUND
The rapid auditory processing defi-cit theory holds that impaired reading/writing skills are not caused exclusively by a cognitive deficit specific to representation and processing of speech sounds but arise due to sensory, mainly auditory, deficits. To further explore this theory we compared different measures of auditory low level skills to writing skills in school children.


METHODS



METHODS
prospective study.


METHODS
School children attending third and fourth grade.


METHODS
just noticeable differences for intensity and frequency (JNDI, JNDF), gap detection (GD) monaural and binaural temporal order judgement (TOJb and TOJm); grade in writing, language and mathematics.


METHODS
correlation analysis.


RESULTS
No relevant correlation was found between any auditory low level processing variable and writing skills.


CONCLUSIONS
These data do not support the rapid auditory processing deficit theory.
Klinik und Poliklinik für Phoniatrie und Pädaudiologie, Medizinische Hochschule Hannover. ptok.martin@mh-hannover.de
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Meisen
D000367:Age Factors; D000704:Analysis of Variance; D001307:Auditory Perception; D001308:Auditory Perceptual Disorders / Q000175:diagnosis; D002648:Child; D004410:Dyslexia / Q000175:diagnosis; D005260:Female; D006801:Humans; D008297:Male; D011446:Prospective Studies; D013223:Statistics as Topic; D013998:Time Perception; D014956:Writing