ABSTRACT
BACKGROUND: Auditory processing disorders and difficulties in reading and spelling. AIM: To analyze the answers presented by children with reading and spelling disorders in a simplified auditory processing test and in a four sequential syllables memory test. METHOD: Participants of this study were 9 children who attended a special program at school, with no hearing impairments and with no history of neurologic and/or psyquiatric disorders. RESULTS: A significant relation was found between reading and spelling difficulties, and failing in the four sequential syllable memory test and instrumental sounds tasks, demonstrating that these tasks were efficient in detecting this type of difficulties. CONCLUSION: A relation exists between auditory processing and reading and spelling difficulties.
Tema: desordens do processamento auditivo e dificuldades de leitura-escrita. Objetivo: analisar as respostas de crianças com dificuldades de leitura-escrita submetidas à avaliação simplificada do processamento auditivo e à tarefa de memória seqüencial com quatro sílabas. Método: participaram deste estudo nove crianças de classe especial, sem perda auditiva periférica e histórico de problemas neurológicos e/ou psiquiátricos. Resultados: relação estatisticamente significante entre apresentar dificuldade de leitura-escrita e falhar nas tarefas de memória com quatro sílabas e com sons instrumentais, sendo estas tarefas eficientes nesta detecção. Conclusão: existe relação entre as desordens do processamento auditivo e a dificuldade de leitura-escrita.