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Teachers' Opinions Regarding the Symptoms of Central Auditory Processing Disorder in Children with Reading and Writing Difficulties

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  • Author(s): Küçükünal, Isik Sibel (ORCID Küçükünal, Isik Sibel (ORCID 0000-0002-7781-1587); Özçelik, A. Dilek Ögretir (ORCID Özçelik, A. Dilek Ögretir (ORCID 0000-0002-6380-4757); Yalçinkaya, Fulya (ORCID Yalçinkaya, Fulya (ORCID 0000-0002-3909-0539)
  • Language:
    English
  • Source:
    South African Journal of Education. May 2020 40(2).
  • Publication Date:
    2020
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
    • Peer Reviewed:
      Y
    • Source:
      9
    • Education Level:
      Elementary Education
    • Subject Terms:
      Teacher Attitudes; Symptoms (Individual Disorders); Auditory Perception; Children; Reading Difficulties; Writing Difficulties; Perceptual Impairments; Public Schools; Gender Differences; Elementary School Students; Elementary School Teachers; Foreign Countries; Correlation; Disability Identification; Clinical Diagnosis
    • Subject Terms:
      Turkey (Ankara)
    • ISSN:
      0256-0100
    • 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.
    • Abstract:
      As Provided
    • Publication Date:
      2020
    • Accession Number:
      EJ1257251