Word learning is critical for the development of reading and language comprehension skills. Although previous studies have indicated that word learning is compromised in children with reading disability (RD) or developmental language disorder (DLD), it is less clear how word learning difficulties manifest in children with comorbid RD and DLD.…

Children with reading disability and normal reading development were compared in their ability to discriminate native (English) and novel language (Mandarin) from nonlinguistic sounds. Children's preference for native versus novel language sounds and for disyllables containing dominant trochaic versus non-dominant iambic stress patterns was also…

The "Barton Reading & Spelling System"[R] is a one-to-one tutoring system designed to improve the reading, writing and spelling skills of children, teenagers, or adults who struggle due to dyslexia or another learning disability. Although the program is designed to be one-to-one, it may also be used in a small group setting, but each…

This study examined whether audiovisual computer training without linguistic material had a remedial effect on different learning disabilities, like dyslexia and ADD (Attention Deficit Disorder). This study applied a pre-test-intervention-post-test design with students (N = 62) between the ages of 7 and 19. The computer training lasted eight weeks…

The Lindamood Phonemic Sequencing (LiPS)[R] program (formerly called the Auditory Discrimination in Depth[R] [ADD] program) is designed to teach students skills to decode words and to identify individual sounds and blends in words. The program is individualized to meet student needs and is often used with students who have learning disabilities or…

Examined was the performance of 18 normal and 20 learning disabled (LD) 8- to 9-year-old children on two competitive measures of auditory discrimination. Ss were administered the Wepman Auditory Discrimination Test (1974) and the Goldman, Fristoe, Woodcock Test of Auditory Discrimination (1970). Results suggested that little correlation exists…

Considered are testing and teaching suggestions for developing auditory discrimination abilities in children with spelling difficulties. (CL)

Three types of vestibular activities (active, adaptive, and passively imposed) to improve auditory discrimination development are described and results of a study using the vestibular stimulation techniques with 20 Ss (average age 9) having abnormal auditory discrimination. (PHR)

The results indicated that ear occlusion improved performance in the majority of Ss and that unilateral occlusion effectively eliminated the auditory figure-ground disorder in most Ss. (Author)

A forward-gating procedure employing familiar monosyllabic words was used in auditory testing of age- and gender-matched elementary students with and without learning disabilities. Results indicate auditory closure skills were comparable between disabled and nondisabled subjects, but sensory discrimination problems may contribute significantly to…

The auditory perception skills of 32 learning disabled (LD) and 32 non LD culturally different elementary pupils were compared. Results of the Wepman Auditory Discrimination Test and three subtests of the Illinois Test of Psycholinguistic Abilities indicated consistent differences between the two groups on all four measures of auditory perception…

Contrary to previous research, it was found that tests of auditory discrimination were not likely to differentiate between learning disabled children and nonlearning disabled children unless both groups were also articulatory defective. (Author)

The results indicated that normal children experience auditory fusion at shorter time intervals than is true for either of the disabled groups, that signal intensity affects auditory fusion for all groups, and that only the learning disabled children are differentially affected by the frequency of the stimulus tones. (Author/PHR)

The paper examines the problem of auditory figure ground confusion, usually indicated by distractibility, inability to follow directions, and/or inability to comprehend word meanings. A practicum was designed to teach kindergarten and first grade teachers to alleviate the auditory figure-ground disability. Author-produced cassette tapes…