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Auditory-Visual Matching and Language-Based Learning Disorders: Two Studies of Specific Language Impairment and Developmental Dyslexia
Article Number: SIS590683AI201222
20th December, 2022
Author(s):
Minna Tormanen
Abstract:
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.