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- abstract below
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Auditory discrimination skills as predictors of outcome for language-impaired children doing computerised training of comprehension and spelling

Dorothy Bishop Caroline Adams and Stuart Rosen

(1) University of Oxford (2) University College London dorothy.bishop@psy.ox.ac.uk

Abstract

Thirty children with communication problems were recruited from special schools and language units and randomly assigned to one of three groups. Group A received a computerised intervention involving two games: (1) training in oral comprehension of syntax and (2) training in spelling, where the child typed the spelling for a pictured spoken word and received feedback about the phonological structure of the word. Group B did the same games but the spoken sentences in game (1), and the oral feedback in game (2) were presented with the speech modified to lengthen brief components and amplify less salient information. (The speech modification was similar to that used in the FastForword program developed by Tallal and colleagues, but the games were novel, British English was used, and the training was less intensive -25 sessions each of 30 mins). Group C acted as a waiting list control. As part of the pre-assessment, children's ability to discriminate frequency glides and speech sounds was assessed. We will discuss how far the intervention was effective in improving children's language and literacy, and whether speech modification conferred any added benefit. We expect speech modification to be effective only for those children with evidence of auditory perceptual deficits.

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