Development of the auditory skills in students with learning disabilities beforeand after auditory training and their implications in educational area
Keywords:
Auditory perception, Hearing disorders, LearningAbstract
This study aimedto characterize and compare the performance of studentswith and without learning disabilities in auditory processing tasks after theywere submitted to auditory training and to discuss their implications in theeducational area. The participants of this study were 40 students divided into:GI, subdivided in: GIe (10 students with learning disabilities submitted to theprogram), GIc (10 good readers not submitted to the auditory training) and GII,subdivided in: GIIe (10 good readers students submitted to the auditory training)and GIIc (10 good readers students not submitted to the auditory trainingprogram). The students were evaluated in auditory assessment, auditoryprocessing tasks in pre and post-testing and submitted to the Auditory Trainingprogram Audio Training®. The results showed that students with learningdisabilities showed statistically significant variances characterizing auditoryprocessing alterations. GI showed statistically lower school performance comparedto the children in GII. The groups GIe and GIIe, submitted to the program ofauditory training, showed statistically superior performance in the post-test.The findings suggest that auditory processes interfere directly in the receptionand decoding information, reflecting delays in the development of languageand learning of reading and writing in the classroom. The work with focus onaltered skills can significantly help classroom learning.
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Copyright (c) 1969 Fábio Henrique Pinheiro, Simone Aparecida Capellini
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