期刊名称：International Journal of Early Childhood Special Education
电子版ISSN：1308-5581
出版年度：2022
卷号：14
期号：3
页码：2216-2229
DOI：10.9756/INT-JECSE/V14I3.262
语种：English
出版社：International Journal of Early Childhood Special Education
摘要：Specific learning disabilities (SLDs) are one of the neur developmental disorders that affect students’ scholastic achievement despite average or above-average intellectual ability with appropriate classroom and family support[1]. They represent 3–7% of public-school students with no gender difference [2]. Approximately 46% of them with comorbid auditory processing disorder (APD) [3]. According to The Diagnostic and Statistical Manual of Mental Dis¬orders-V (DSM-V), SLDs are frequently seen in childhood and comprise a spectrum of disorders such as dyslexia, dyscalculia, and dysgraphia [2].The discrepancy between intellectual ability and academic achievement was emphasized on the importance of visual and audio¬logical perception of stimuli in central pathways [4]. Central processing of auditory stimuli was defined by American Speech-Language-Hearing Association [5] as difficulties with sound localization, auditory discrimination, pattern recognition, temporal resolution/masking/integration/ordering, and/or auditory performance with degraded and competing signals [6]. Arabic central auditory processing test Battery for Children was developed and standardized [7]. It includes Pitch Pattern Sequence (PPS) test, Low-pass Filtered Speech Test for Children (LPFS), speech perception in noise test for children (SPIN), and Competing Sentence test for children (CS). Moreover, Tawfik et al. (2002) [8] developed and standardized the Arabic auditory attention and memory tests and in 2008 standardized the Arabic Dichotic Digits and Dichotic Rhyme tests [9]. Cognitive functions refer to the ability to reason, think, plan and communicate that allow to learn, solve problems and use good judgment[10]. Disorders in these abilities lead to impairment in one or more processes such as language processing, visual-spatial processing, visual-motor processing, phonological processing, processing speed, and working memory, that interfere with learning and academic achievement which can also lead to emotional and/or behavior problems [11]. So, assessment of central auditory processing and cognitive functions in children with SLDs is very important to detect impairment and create customized remediation programs that help children to reach their academic potential [12].
关键词：Specific learning disabilities (SLDs) are one of the neur developmental disorders that affect students’ scholastic achievement despite average or above;average intellectual ability with appropriate classroom and family support[1]
