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Purpose: Specific learning disorder (SLD) refers to a pattern of learning difficulties characterized by problems with reading, writing, or mathematics that are not solely due to intellectual disabilities, sensory deficits, or other neurological or medical conditions. It is a neurodevelopmental disorder that affects the processing and organizing of information. Auditory and cognitive processing is affected in most children with SLD, although to a varying degree. However, it is still unclear whether there exists any relationship between auditory and cognitive processing disorders in children with SLD. Method: We tested 1,259 children, of whom 77 were diagnosed as SLD and 30 age- and gender-matched typically developing (TD) children were selected. Auditory processing abilities were assessed for auditory discrimination, pattern perception, closure, temporal processing, binaural integration, and separation using standardized tests and procedures. Cognitive processing was measured using working memory, short-term memory, and attention tasks. Results: The test data of the TD children were taken as the norm. Based on the normative range, children with SLD were divided into those with auditory processing disorder (APD; n = 31) and those without APD (n = 46). A regression model highlighted a robust positive relationship between APD and cognitive processing, particularly pronounced in SLD with APD children. The results are discussed, supporting the information-processing theory of learning disability and highlighting a complex loop between auditory and cognitive deficits in children with SLD. Conclusions: The findings underscore the critical role of both auditory and cognitive abilities in children with SLD. Tailoring the intervention to break the loop is recommended, which may improve learning abilities more effectively. [ABSTRACT FROM AUTHOR]

Purpose: The virtual acoustic space identification (VASI) test was designed to assess spatial-hearing acuity by simulating sound location perception in a closed field (under headphones). The utility of this tool in children can be asserted only if the test results are consistent across measurement sessions, which is evaluated in this study using test--retest reliability assessments. Method: The VASI test assessed the spatial abilities of 40 typically developing school-aged children aged 7--13 years (Mage = 10.47 ± 1.83 years, 22 boys, 18 girls). The test consisted of eight virtual location percepts (with 45° separation) produced under headphones (Sennheiser HD 569). Each spatial percept was presented randomly 7 times at 65 dB SPL. Each participant completed the assessment in three measurement sessions (baseline, intrasession, and intersession). The accuracy scores at each location and overall accuracy scores were compared across the sessions. Results: The Shapiro--Wilk test indicated that the VASI data were not normally distributed. Intraclass correlation coefficient analysis revealed excellent test--retest reliability of the overall accuracy scores and moderate-to-high reliability of location-specific scores. This was complimented by the low response variability of the overall and location-specific accuracy scores. The Bland--Altman analysis also indicated minimal bias in VASI accuracy scores across the three sessions. Conclusions: It can be concluded from the results that VASI is a reliable tool for assessing spatial-hearing acuity in school-aged children. The high test-- retest reliability and ease of portability make the test highly relevant for classroom setups where early diagnosis and intervention of spatial deficits can play a critical role in determining the academic success of school-going children. [ABSTRACT FROM AUTHOR]

Purpose: This study evaluated the peripheral hearing and central auditory processing abilities in Indian adolescent girls with iron deficiency anemia (IDA). Method: The participants consisted of 75 adolescent girls with IDA, 50 adolescent girls without IDA, and 50 adolescent boys without IDA. Participants underwent a test battery to evaluate auditory processing and peripheral hearing assessment. In this study, central auditory processing abilities were assessed using Speech Perception in Noise test in Kannada (SPIN-K) and quick speech perception in noise tests in Kannada, dichotic consonant--vowel test, gap detection threshold (GDT), and auditory digit sequencing and auditory digit span tests. Results: Results showed that the hearing thresholds at extremely low and high frequencies (250 and 8000 Hz), although within clinically normal limits, were poorer in girls with IDA than in the control groups. Also, girls with IDA performed poorly in SPIN-K of the right ear, GDT, and auditory backward digit span tests. Conclusion: These subtle auditory deficiencies may be attributed to the compromised blood supply to the central auditory nervous system, as observed in the current study. [ABSTRACT FROM AUTHOR]