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| APD and Dyslexia |
| page 3 |
| Posted by gwdadmin |
2001-02-14 |
Index
» Dr. Deborah Moncrieff
» page 2
» page 3
» page 4
When a dyslexic child is referred to the audiologist to be evaluated for an auditory processing disorder, the audiologist will likely use a battery of tests that utilize both simple auditory stimuli such as tones, clicks, and noise bursts and complex stimuli such as speech. Based on the symptoms presented through the information gathered from parents, teachers and other specialists, the audiologist can structure the battery of tests to assess the auditory deficits that the behavior describes. Typical complaints may include poor listening skills, easy distractibility, inability to learn new words or to sound out words in reading, inattentiveness, and difficulty with following auditory directions. If possible, it would be helpful to know how the diagnosis of dyslexia was made and whether the child is characterized as a phonologic or deep dyslexic or a comprehension or surface dyslexic. The phonologic dyslexic is more likely to have problems with nonwords or unfamiliar words and the diagnosis is usually based on poor performance on a standardized test of phonology. The comprehension dyslexic is more likely to have problems with irregular words that don’t fit customary categories and the diagnosis is based on normal performance on a standardized test of phonology and poor performance on a standardized test of reading comprehension.
There is considerable debate about whether the deficits observed in dyslexic individuals are primarily language-based or whether they may stem from a more fundamental auditory perceptual problem. The auditory system is crucial for the development of language and there is an enormous amount of evidence in the population of hearing impaired children that auditory perceptual deficits at the periphery can cause significant delays and disorders of language development. It seems reasonable, therefore, to expect that for at least some of the children with phonologic dyslexia there may be a disorder within the auditory system that has disrupted the normal acquisition of language. Unlike the hearing impaired child, the disruption is not occurring at the periphery, but it is possible that at some point within the ascending auditory system or at the cortical level, through intrahemispheric, interhemispheric or association connections, there may be an abnormality of function that results in the child’s inability to normally process linguistic input.
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