E. Veuillet|A. Magnan|Jean Écalle|Hung Thaï-Van|L. Collet
Auditory processing disorder in children with reading disabilities: effect of audiovisual training
Hôpital Edouard Herriot|Claude Bernard University Lyon 1|French National Centre for Scientific Research|Hôpital Edouard Herriot|Claude Bernard University Lyon 1|French National Centre for Scientific Research|Hôpital Edouard Herriot|Claude Bernard University Lyon 1|French National Centre for Scientific Research|Hôpital Edouard Herriot|Claude Bernard University Lyon 1|French National Centre for Scientific Research|Hôpital Edouard Herriot|Claude Bernard University Lyon 1|French National Centre for Scientific Research
reading disability associated phonological problems might originate auditory processing disorders aim present study 2fold first perceptual skills averagereading children children dyslexia compared categorical perception task assessing processing phonemic contrast based voice onset time vot medial olivocochlear moc system inhibitory pathway functioning central control also explored secondly investigated whether audiovisual training focusing voicing contrast could modify vot sensitivity parallel induce moc system plasticity results showed altered voicing sensitivity children dyslexia severely impaired children presented severe reading difficulties deficits vot perception sometimes accompanied moc function abnormalities particular reduction even absence asymmetry favour right ear found averagereading children audiovisual training significantly improved reading shifted categorical perception curve certain children dyslexia towards averagereading childrens pattern voicing sensitivity likewise certain children moc functioning showed increased asymmetry favour right ear following audiovisual training trainingrelated improvements reading score greatest children presenting greatest changes moc lateralization taken together results confirm notion auditory system processing mechanisms impaired children dyslexia audiovisual training diminish deficits