The use of the auditory discrimination in depth program in reading remediation in dyslexia

Sound-symbol integration and reading achievement have been found to be highly correlated in normal readers. However, the evidence is not conclusive in supporting a similar positive correlation in the case of dyslexic children. The results of the studies in this area have been divided as to whether the inability to make sound-symbol associations is the cause for the reading disability. The purpose of this study was to determine if dyslexic children with auditory processing deficiencies could learn auditory skills and use the acquired auditory skills to progress in reading. Seven seventh grade dyslexic children were matched with an equal number of dyslexic children in a control group for IQ (Peabody Picture Vocabulary Test), auditory skills (Lindamood Auditory Conceptualization Test--LAC), age (12-13.4 years), sex (F-2, M-5), and grade (7). The experimental group received 30 sessions, with 35 minutes of instruction each session, of the Auditory Discrimination in Depth (ADD) program during a nine-week period. The control group received regular reading instruction for the same period. The results showed that the experimental group learned the auditory skills as taught in the ADD program, however, the acquisition of the auditory skills was not correlated with a short-term improvement in reading achievement. The findings suggested that an auditory processing deficiency may accompany the disorder of dyslexia, but it is not one of the underlying causes for the reading disability. It would appear from studies in hemispheric specialization that dyslexic children process information predominantly in a right hemisphere manner (Witelson, 1977). There also has been evidence to show that the right hemisphere can interfere with left hemisphere functioning (Smith, Chu, & Edmonston, 1977). Thus, the findings of this study suggested that while the predominantly right hemisphered dyslexic children learned the auditory skills (left hemisphere processing), they were unable to utilize the acquired skills in reading because of possible right hemisphere interference with left hemisphere functioning.