Auditory-Visual Matching and Language-Based Learning Disorders: Two Studies of Specific Language Impairment and Developmental Dyslexia

Minna Tormanen

Abstract


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This is a binary study about auditory-visual matching in language-based learning disorders (N=212). Much controversy ensures about the extent to which auditory processing deficits are important in the genesis of language-based learning disorders, particularly specific language impairment and developmental dyslexia. Explorative study 1 focused on children between the ages of 6 and 13, with SLI (N=84), dyslexia (N=52) and typical language development (N=28). The results showed that children with SLI experience very similar difficulties to those of children with dyslexia in auditory-visual matching. Comorbidity was evident, as 63% of children had additional diagnoses. Encouraged by interesting results, an intervention study was conducted. Study 2 involved 48 children, [pre-schoolers (N=23), first-graders (N=25)] who participated in the auditory-visual matching training period. After the training, an improvement in the auditory-visual matching test was found. The positive effect was also evident based on the Assessment Inventories, which evaluate the development of overall cognitive performances.


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DOI: http://dx.doi.org/10.5296/ije.v1i1.202

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