Auditory Abilities of Children With Learning Problems

Abstract

Auditory abilities of children with learning disabilities were compared with those of normal-learning children. The children with learning problems were within normal limits in thresholds for pure tones and speech, and in speech discrimination in both quiet and noise. On a series of auditory oddity tasks, the groups did not differ significantly in loudness discrimination or on the first of two pitch discrimination tests, but the normal-learning group obtained significantly better scores on a second pitch discrimination test and on tests involving the discrimination of simultaneous tones, successive tones, and speech sounds. Certain differences in the conditions of testing for the two groups complicated the interpretation of these results. Pitfalls of testing procedures in this area are pointed out. It was concluded that more research is needed before the term “auditory perceptual deficit” can be meaningfully applied to children with learning problems.

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