Specific Auditory Training for Children with Dyslexia and Central Auditory Processing Disorder can Improve Spelling Performance

Erich Kasten; Karen Rueger

doi:doi:10.11648/j.ijsedu.20140201.14

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Specific Auditory Training for Children with Dyslexia and Central Auditory Processing Disorder can Improve Spelling Performance

Erich Kasten, Karen Rueger

Published in International Journal of Secondary Education (Volume 2, Issue 1)

Received: 2 February 2014 Published: 10 March 2014

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Abstract

Background: In this study, the question of whether auditory training for children with a reading and spelling disorder and a central auditory processing disorder (CAPD) can improve spelling performance is investigated. The training apparatus was the Audiva Company‘s DichoTrainer. Method: Dichotic discrimination, auditory/kinaesthetic perception and behavioral strengths and peculiarities as well as spelling ability and intelligence were assessed in 36 dyslexic children from years 2 to 4 of primary school with a central auditory processing disorder (CAPD). Subsequently, the children were divided into an auditory training group, a group with a computer-based drill-and-practice spelling PC program (LernReha) and a control group. After a 12-week training period (20 minutes per day), statistically significant improvements in performance were noted. Results: It was shown that improvements in spelling could be documented within the Dicho-Trainer group. A tendency in favor of the auditory training group could be detected in comparison to the spelling training group. As the implementation of the control group was not felicitous, no final conclusion regarding different spelling abilities after training period between Dicho-Trainer group and control-group can be drawn. Conclusions: The results support the assumption that auditory perception ability has an effect on written language. In the group of children experiencing difficulties with auditory perception, not alone can auditory training improve perception, but as a consequence, it can also improve spelling ability.

Published in	International Journal of Secondary Education (Volume 2, Issue 1)
DOI	10.11648/j.ijsedu.20140201.14
Page(s)	20-26
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2014. Published by Science Publishing Group

Keywords

Dyslexia, Auditory Perception, Auditory Disorder, Dichotic Hearing, Dicho Trainer

References

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APA Style

Erich Kasten, Karen Rueger. (2014). Specific Auditory Training for Children with Dyslexia and Central Auditory Processing Disorder can Improve Spelling Performance. International Journal of Secondary Education, 2(1), 20-26. https://doi.org/10.11648/j.ijsedu.20140201.14

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ACS Style

Erich Kasten; Karen Rueger. Specific Auditory Training for Children with Dyslexia and Central Auditory Processing Disorder can Improve Spelling Performance. Int. J. Second. Educ. 2014, 2(1), 20-26. doi: 10.11648/j.ijsedu.20140201.14

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AMA Style

Erich Kasten, Karen Rueger. Specific Auditory Training for Children with Dyslexia and Central Auditory Processing Disorder can Improve Spelling Performance. Int J Second Educ. 2014;2(1):20-26. doi: 10.11648/j.ijsedu.20140201.14

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@article{10.11648/j.ijsedu.20140201.14,
  author = {Erich Kasten and Karen Rueger},
  title = {Specific Auditory Training for Children with Dyslexia and Central Auditory Processing Disorder can Improve Spelling Performance},
  journal = {International Journal of Secondary Education},
  volume = {2},
  number = {1},
  pages = {20-26},
  doi = {10.11648/j.ijsedu.20140201.14},
  url = {https://doi.org/10.11648/j.ijsedu.20140201.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20140201.14},
  abstract = {Background: In this study, the question of whether auditory training for children with a reading and spelling disorder and a central auditory processing disorder (CAPD) can improve spelling performance is investigated. The training apparatus was the Audiva Company‘s DichoTrainer. Method: Dichotic discrimination, auditory/kinaesthetic perception and behavioral strengths and peculiarities as well as spelling ability and intelligence were assessed in 36 dyslexic children from years 2 to 4 of primary school with a central auditory processing disorder (CAPD). Subsequently, the children were divided into an auditory training group, a group with a computer-based drill-and-practice spelling PC program (LernReha) and a control group. After a 12-week training period (20 minutes per day), statistically significant improvements in performance were noted. Results: It was shown that improvements in spelling could be documented within the Dicho-Trainer group. A tendency in favor of the auditory training group could be detected in comparison to the spelling training group. As the implementation of the control group was not felicitous, no final conclusion regarding different spelling abilities after training period between Dicho-Trainer group and control-group can be drawn. Conclusions: The results support the assumption that auditory perception ability has an effect on written language. In the group of children experiencing difficulties with auditory perception, not alone can auditory training improve perception, but as a consequence, it can also improve spelling ability.},
 year = {2014}
}

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TY  - JOUR
T1  - Specific Auditory Training for Children with Dyslexia and Central Auditory Processing Disorder can Improve Spelling Performance
AU  - Erich Kasten
AU  - Karen Rueger
Y1  - 2014/03/10
PY  - 2014
N1  - https://doi.org/10.11648/j.ijsedu.20140201.14
DO  - 10.11648/j.ijsedu.20140201.14
T2  - International Journal of Secondary Education
JF  - International Journal of Secondary Education
JO  - International Journal of Secondary Education
SP  - 20
EP  - 26
PB  - Science Publishing Group
SN  - 2376-7472
UR  - https://doi.org/10.11648/j.ijsedu.20140201.14
AB  - Background: In this study, the question of whether auditory training for children with a reading and spelling disorder and a central auditory processing disorder (CAPD) can improve spelling performance is investigated. The training apparatus was the Audiva Company‘s DichoTrainer. Method: Dichotic discrimination, auditory/kinaesthetic perception and behavioral strengths and peculiarities as well as spelling ability and intelligence were assessed in 36 dyslexic children from years 2 to 4 of primary school with a central auditory processing disorder (CAPD). Subsequently, the children were divided into an auditory training group, a group with a computer-based drill-and-practice spelling PC program (LernReha) and a control group. After a 12-week training period (20 minutes per day), statistically significant improvements in performance were noted. Results: It was shown that improvements in spelling could be documented within the Dicho-Trainer group. A tendency in favor of the auditory training group could be detected in comparison to the spelling training group. As the implementation of the control group was not felicitous, no final conclusion regarding different spelling abilities after training period between Dicho-Trainer group and control-group can be drawn. Conclusions: The results support the assumption that auditory perception ability has an effect on written language. In the group of children experiencing difficulties with auditory perception, not alone can auditory training improve perception, but as a consequence, it can also improve spelling ability.
VL  - 2
IS  - 1
ER  -

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Author Information

Erich Kasten

Medical School Hamburg, Am Kaiserkai 1, D-20457 Hamburg, Germany
Karen Rueger

Medical School Hamburg, Am Kaiserkai 1, D-20457 Hamburg, Germany

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APA Style

Erich Kasten, Karen Rueger. (2014). Specific Auditory Training for Children with Dyslexia and Central Auditory Processing Disorder can Improve Spelling Performance. International Journal of Secondary Education, 2(1), 20-26. https://doi.org/10.11648/j.ijsedu.20140201.14

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ACS Style

Erich Kasten; Karen Rueger. Specific Auditory Training for Children with Dyslexia and Central Auditory Processing Disorder can Improve Spelling Performance. Int. J. Second. Educ. 2014, 2(1), 20-26. doi: 10.11648/j.ijsedu.20140201.14

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AMA Style

Erich Kasten, Karen Rueger. Specific Auditory Training for Children with Dyslexia and Central Auditory Processing Disorder can Improve Spelling Performance. Int J Second Educ. 2014;2(1):20-26. doi: 10.11648/j.ijsedu.20140201.14

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@article{10.11648/j.ijsedu.20140201.14,
  author = {Erich Kasten and Karen Rueger},
  title = {Specific Auditory Training for Children with Dyslexia and Central Auditory Processing Disorder can Improve Spelling Performance},
  journal = {International Journal of Secondary Education},
  volume = {2},
  number = {1},
  pages = {20-26},
  doi = {10.11648/j.ijsedu.20140201.14},
  url = {https://doi.org/10.11648/j.ijsedu.20140201.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20140201.14},
  abstract = {Background: In this study, the question of whether auditory training for children with a reading and spelling disorder and a central auditory processing disorder (CAPD) can improve spelling performance is investigated. The training apparatus was the Audiva Company‘s DichoTrainer. Method: Dichotic discrimination, auditory/kinaesthetic perception and behavioral strengths and peculiarities as well as spelling ability and intelligence were assessed in 36 dyslexic children from years 2 to 4 of primary school with a central auditory processing disorder (CAPD). Subsequently, the children were divided into an auditory training group, a group with a computer-based drill-and-practice spelling PC program (LernReha) and a control group. After a 12-week training period (20 minutes per day), statistically significant improvements in performance were noted. Results: It was shown that improvements in spelling could be documented within the Dicho-Trainer group. A tendency in favor of the auditory training group could be detected in comparison to the spelling training group. As the implementation of the control group was not felicitous, no final conclusion regarding different spelling abilities after training period between Dicho-Trainer group and control-group can be drawn. Conclusions: The results support the assumption that auditory perception ability has an effect on written language. In the group of children experiencing difficulties with auditory perception, not alone can auditory training improve perception, but as a consequence, it can also improve spelling ability.},
 year = {2014}
}

Copy | Download

TY  - JOUR
T1  - Specific Auditory Training for Children with Dyslexia and Central Auditory Processing Disorder can Improve Spelling Performance
AU  - Erich Kasten
AU  - Karen Rueger
Y1  - 2014/03/10
PY  - 2014
N1  - https://doi.org/10.11648/j.ijsedu.20140201.14
DO  - 10.11648/j.ijsedu.20140201.14
T2  - International Journal of Secondary Education
JF  - International Journal of Secondary Education
JO  - International Journal of Secondary Education
SP  - 20
EP  - 26
PB  - Science Publishing Group
SN  - 2376-7472
UR  - https://doi.org/10.11648/j.ijsedu.20140201.14
AB  - Background: In this study, the question of whether auditory training for children with a reading and spelling disorder and a central auditory processing disorder (CAPD) can improve spelling performance is investigated. The training apparatus was the Audiva Company‘s DichoTrainer. Method: Dichotic discrimination, auditory/kinaesthetic perception and behavioral strengths and peculiarities as well as spelling ability and intelligence were assessed in 36 dyslexic children from years 2 to 4 of primary school with a central auditory processing disorder (CAPD). Subsequently, the children were divided into an auditory training group, a group with a computer-based drill-and-practice spelling PC program (LernReha) and a control group. After a 12-week training period (20 minutes per day), statistically significant improvements in performance were noted. Results: It was shown that improvements in spelling could be documented within the Dicho-Trainer group. A tendency in favor of the auditory training group could be detected in comparison to the spelling training group. As the implementation of the control group was not felicitous, no final conclusion regarding different spelling abilities after training period between Dicho-Trainer group and control-group can be drawn. Conclusions: The results support the assumption that auditory perception ability has an effect on written language. In the group of children experiencing difficulties with auditory perception, not alone can auditory training improve perception, but as a consequence, it can also improve spelling ability.
VL  - 2
IS  - 1
ER  -

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