Modified Voice Feedback Improves Letter Naming in Reading Disabled Children with Central Auditory Dysfunction

Abstract

Auditory feedback during a timed letter naming task was filtered to exaggerate high frequencies and reduce low frequencies. Under double-blind conditions, six reading disabled children with dichotically assessed (Staggered Spondaic Word Test) central auditory dysfunction increased their letter naming speed during frequency modification. The same auditory feedback interfered with the performance of six poor readers with intact auditory functions. This effect occurred independently of age; however, favorable response was correlated inversely with age. Such feedback may be important developmentally and may promote more efficient letter-sound processing in a select subtype of learning disabled children.