The Effectiveness of Auditory Training Program on Improving Phonological Skills, ‎Auditory Discrimination and Articulation in Students with Dyslexia

Document Type : Original Article

Authors

Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Educational Sciences, University of Tehran, University of Tehran, Tehran, Iran

Abstract

Purpose:
Reading is one of the most important basic skills that students achieve at elementary school. There is always a high percentage of students who suffer from reading disabilities. The purpose of this study is to investigate the effectiveness of an auditory training program on improving phonological skills, auditory discrimination, and articulation in students with dyslexia.
Methods: 
In this study, twenty four students from the fourth and fifth grades of elementary school (including 6 girls and 18 boys) were selected and divided into two groups of experimental and control lists. The students of both control and experimental groups were chosen from those referred to Gohare mehr and Talash learning disorder institutes in Tehran. To evaluate auditory discrimination, phonological analysis and articulation in pre-test and post-test, the Persian Version of Language Development Test (TOLD: P3) was used. The intervention program which included 8-hours of auditory training was conducted and performed in the summer of 1397 in above-mentioned centers for students in the experimental group, however, the control group have received any special program. Analysis was performed using the analysis method of variance with duplicate measurement and Bonfroni follow-up test at the error level of 5% on phonological skills, auditory discrimination and articulation.
Results:
The results of multivariate covariance analysis showed a significant increase in subjects' ability in phonological analysis skills, auditory discrimination and articulation (p < 0.001). However, there were no significant differences between the scores of pre-test and post-test of the control group students (p <0.05). Also, after the intervention, the mean scores of the experimental group students were significantly higher than the control group (p < 0.001), while before the intervention there was no significant difference between these two groups (p <0.05).
Conclusion:
It can be concluded from the research findings that cognitive rehabilitation method is effective on stuttering severity and increases executive functions in children with childhood onset fluency disorder and can be used as a treatment method.

Keywords

References

  1. Shaywitz SE, Shaywitz BA. Dyslexia specific reading disability. Pediatr Rev 2003; 24(5):147-153.
  2. Sadock VA. Synopsis of psychiatry behavioral Sciences/clinical psychiatry. Translate by Rafiei H, Sobhaniyan KH. Tehran: Arjmand 2007; 2: 135-182.
  3. Watson BU, Miller TK. Auditory perception, phonological processing, and reading ability/disability J Speech, Lang, and Hear Res 1993; 36(4): 850-863.
  4. Magnan A, Ecalle J. Audio-visual training in children with reading disabilities. Computers & Education 2006; 46(4): 407-425.
  5. Berninger VW, Abbott RD, Thomson JB, Raskind WH. Language phenotype for reading and writing disability family approach. Scientific studies of reading 2001; 5(1): 59-106.
  6. Berninger VW. A developmental approach to learning disabilities. Handbook of child psychology 2007.
  7. Halahan DP, Lloyd C, Kaufman J, Veic M,  Martinz E. Learning disorders translated by Alizadeh, H. Hemati Alamdarlo, G., Rezaei Dehnavi, S, & Shojaei, S 2011. Tehran: Arasbaran publication.2005. [Persian]
  8. Hamil D, Newkamer F l. Azmon roshde zaban. Entebagh va hanjaryabiy: Hasanzadeh, Saeid: Minaei, Asghar1998 Tehran: Extraordinary Education Organization of the Country, Exceptional Children's Research Institute. Third edition. [Persian]
  9. Thomson, J. M, Leong, V, Goswami, U. Auditory processing interventions and developmental dyslexia: a comparison of phonemic and rhythmic approaches. Reading and Writing (2013); 26(2): 139-161.
  10. Joly-Pottuz, B, Mercier M, Leynaud A, Habib M. Combined auditory and articulatory training improves phonological deficit in children with dyslexia. Neuropsychological rehabilitation 2008; 18(4): 402-429.
  11. Shu H, Peng H, McBride‐Chang C. Phonological awareness in young Chinese children  Dev Sci 2008; 11 (1): 171-181.
  12. Ramus F, Rosen S, Dakin SC, Day BL, Castellote JM, et al. Theories of developmental dyslexia: insights from a multiple case study of dyslexic adults. Brain 2003; 126(4): 841-865.
  13. Melby-Lervåg M, Lervåg A. Oral language skills moderate nonword repetition skills in children with dyslexia: A meta-analysis of the role of nonword repetition skills in dyslexia .Scientific Studies of Reading 2012; 16(1): 1-34.
  14. Gillon G.T. The efficacy of phonologicalawareness intervention for children with spoken language impairment. Lang Speech Hear Serv Sch 2000; 31(3): 126-141.
  15. Lemons CJ, Fuchs D. Phonological awareness of children with Down syndrome: Its role in learning to read and the effectiveness of related interventions. Res dev disabil 2010; 31(2): 316-330.
  16. Ghasemi M, Hassanzadeh S, Shokoohi-Yekta M, Afrooz G, et al The effectiveness of central auditory processing rehabilitation program on speech reception in noise and dichotic listening in dyslexic students. Auditory and Vestibular Research 2016; 25(3): 183-93.
  17. Benner G. J, Mattison R. E, Nelson J. R, Ralston, N. C. Types of language disorders in students classified as ED: Prevalence and association with learning disabilities and psychopathology. Education and Treatment of Children 2009; 631-653.
  18. Magnan A, Ecalle J, Veuillet E, Collet L. The effects of an audio‐visual training program in dyslexic children Dyslexia. 2004; 10(2): 131-140.

Journal of Paramedical Sciences & Rehabilitation
Volume 9, Issue 3
November 2020
Pages 19-30

Files

Share

How to cite

Statistics