Dichotic listening and sentence repetition performance in children with reading difficulties

ABSTRACT

Numerous investigations have identified weaknesses in speech processing and language skills in children with dyslexia; however, little is known about these abilities in children with reading difficulties (RD). The primary objective of this investigation was to determine the utility of auditory speech processing tasks in differentiating children with RD from those with typical reading skills. It was hypothesized that children, who perform below grade level in reading, would also show poorer performance on both dichotic listening and sentence repetition tasks because of the reciprocal influences of deficient auditory speech processing and language abilities. A total of 180 Hungarian-speaking, monolingual 8-, 9- and 10-year-old children, with and without RD, participated in dichotic listening and sentence repetition (modified by noise and morphosyntactic complexity) tasks. Performances were compared across ability groups, age and gender. Children with RD evidenced significantly poorer performance than controls on both tasks. Effects for age and gender were more noticeable in students with RD. Our findings support the notion that reading deficiencies are also associated with poor auditory speech processing and language abilities in cases where dyslexia is not diagnosed. We suggest that these tasks may be used as easy and fast screening tests in the identification of RD.

KEYWORDS:

• School children
• reading difficulty
• dichotic listening test
• sentence identification test

Acknowledgements

We wish to thank Kenneth Hugdahl for his help with the dichotic listening task and Péter Siptár for his help with an earlier version of this paper.

Statement of Interest

The authors report no conflicts of interest.

Notes

¹ In Hungary, DL-tests have been successfully used by speech–language pathologists working in speech diagnostic and therapy centres and reading experts working in schools for years.