Teachers' opinions regarding the symptoms of central auditory processing disorder in children with reading and writing difficulties


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Kucukunal I. S. , Ozcelik A. D. , Yalcinkaya F.

SOUTH AFRICAN JOURNAL OF EDUCATION, vol.40, 2020 (Journal Indexed in SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 40
  • Publication Date: 2020
  • Doi Number: 10.15700/saje.v40n2a1640
  • Title of Journal : SOUTH AFRICAN JOURNAL OF EDUCATION

Abstract

Central Auditory Processing Disorder (CAPD) refers to difficulties in perceptual processing of auditory information. It is a difficulty experienced by a person whose pure tone hearing, intelligence, and language abilities are within the appropriate age norms. In children with CAPD, difficulty in spelling and reading loudly can also be observed. Symptom scales (or questionnaires) are required to determine the presence of CAPD-like symptoms. If risks are found in the scales, the children are referred for diagnosis. The study reported on here aimed to investigate whether CAPD symptoms were underlying to reading and writing difficulty. Eight state schools were randomly selected. The questionnaire evaluating the presence of the CAPD symptoms was answered by 32 teachers for 328 children in total. While the children without reading and writing difficulty did not have CAPD indications, the probability of having CAPD was significantly higher in the children with reading and writing difficulties (p < 0.001). When gender effect was examined, a higher CAPD symptom score was found in males. As a result of the 18-item questionnaire, it was detected that children with CAPD symptoms had a significant disadvantage in reading and writing compared to children who did not have these symptoms. Children with CAPD symptoms should be referred for diagnosis if the CAPD indications are identified.