Fine-Grained Auditory Discrimination in Normal Children and Children with Language-Learning Problems Two large groups of children—one progressing normally in school and the other exhibiting language-learning problems—were tested on a set of fine-grained auditory discrimination tasks that required responding to small acoustic differences. Discriminant analysis procedures, using only results for the auditory tasks, correctly classified nearly 80% of the 6- and 7-year-olds ... Research Article
Research Article  |   March 01, 1989
Fine-Grained Auditory Discrimination in Normal Children and Children with Language-Learning Problems
 
Author Affiliations & Notes
  • Lois L. Elliott
    Northwestern University
  • Michael A. Hammer
    Northwestern University
  • Margo E. Scholl
    Northwestern University
Article Information
Research Articles
Research Article   |   March 01, 1989
Fine-Grained Auditory Discrimination in Normal Children and Children with Language-Learning Problems
Journal of Speech, Language, and Hearing Research, March 1989, Vol. 32, 112-119. doi:10.1044/jshr.3201.112
History: Received December 11, 1987 , Accepted April 22, 1988
 
Journal of Speech, Language, and Hearing Research, March 1989, Vol. 32, 112-119. doi:10.1044/jshr.3201.112
History: Received December 11, 1987; Accepted April 22, 1988

Two large groups of children—one progressing normally in school and the other exhibiting language-learning problems—were tested on a set of fine-grained auditory discrimination tasks that required responding to small acoustic differences. Discriminant analysis procedures, using only results for the auditory tasks, correctly classified nearly 80% of the 6- and 7-year-olds and nearly 65% of the 8- to ll-year-olds according to their school placements. Percentages of correct classifications increased to 87% and 75% when measures of receptive vocabulary (PPVT-R), receptive language (the Token Test for Children), and the Digit Span, Coding, and Block Design subtests of the WISC-R were also included in the discriminant functions. Results suggested that fine-grained auditory discrimination makes a major contribution to language learning, particularly in the early elementary school years.

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