Effect of Nonlinguistic Auditory Training on Phonological and Reading Skills

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dc.contributorSistema FMUSP-HC: Faculdade de Medicina da Universidade de São Paulo (FMUSP) e Hospital das Clínicas da FMUSP
dc.contributor.authorMURPHY, C. F. B.
dc.contributor.authorSCHOCHAT, E.
dc.date.accessioned2017-11-27T16:26:42Z
dc.date.available2017-11-27T16:26:42Z
dc.date.issued2011
dc.description.abstractObjective: To analyze the effect of nonverbal auditory training on reading and phonological awareness tasks in children with dyslexia and the effect of age in relation to post-training learning considering the ages from 7 to 14. Methods: In experiment 1, one group with dyslexia (total = 12) was trained and compared with a group of untrained dyslexic subjects (total = 28). In experiment 2, the performance of the trained dyslexic group (total = 18) was compared at three different moments: 2 months before, at the beginning, and at the end of training. Training was carried out for 2 months using a computer program responsible for training discrimination skills. Results: The group receiving nonverbal auditory training demonstrated significant improvements (mainly for the group from 7 to 10 years old), not only in the nonverbal auditory skills trained (p < 0.001), but also in phonological awareness syllable tasks (synthesis, segmentation, manipulation and syllable transposition) in experiment 1 (p < 0.003), and phonemic tasks (p < 0.001) and text reading (p < 0.001) in experiment 2. Conclusion: The results suggest a link between verbal and nonverbal skills, in addition to corroborating studies regarding the existence of a critical learning period.
dc.description.indexMEDLINE
dc.identifier.citationFOLIA PHONIATRICA ET LOGOPAEDICA, v.63, n.3, p.147-153, 2011
dc.identifier.doi10.1159/000316327
dc.identifier.issn1021-7762
dc.identifier.urihttps://observatorio.fm.usp.br/handle/OPI/22982
dc.language.isoeng
dc.publisherKARGER
dc.relation.ispartofFolia Phoniatrica et Logopaedica
dc.rightsrestrictedAccess
dc.rights.holderCopyright KARGER
dc.subjectAudiology
dc.subjectChild language
dc.subjectDyslexia
dc.subjectLinguistic skills
dc.subjectReading
dc.subjectTraining
dc.subjectHearing
dc.subject.otherlanguage impairment
dc.subject.otherchildren
dc.subject.wosAudiology & Speech-Language Pathology
dc.subject.wosOtorhinolaryngology
dc.subject.wosRehabilitation
dc.titleEffect of Nonlinguistic Auditory Training on Phonological and Reading Skills
dc.typearticle
dc.type.categoryoriginal article
dc.type.versionpublishedVersion
dspace.entity.typePublication
hcfmusp.citation.scopus19
hcfmusp.contributor.author-fmusphcCRISTINA FERRAZ BORGES MURPHY
hcfmusp.contributor.author-fmusphcELIANE SCHOCHAT
hcfmusp.description.beginpage147
hcfmusp.description.endpage153
hcfmusp.description.issue3
hcfmusp.description.volume63
hcfmusp.origemWOS
hcfmusp.origem.pubmed20938195
hcfmusp.origem.scopus2-s2.0-77957733176
hcfmusp.origem.wosWOS:000297465400006
hcfmusp.publisher.cityBASEL
hcfmusp.publisher.countrySWITZERLAND
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