Performance in auditory and speech tests among schoolchildren with learning disabilities

O.A. Velichenkova a*, V.G. Guseva b**

aMoscow City University, Moscow, 129226 Russia

bAssociation of Parents of Children with Dyslexia, Moscow, 119454 Russia

E-mail: *velichenkova@mail.ru, **gvictory13@gmail.com

Received February 14, 2022


ORIGINAL ARTICLE

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DOI: 10.26907/2541-7738.2022.1-2.28-40

For citation: Velichenkova O.A., Guseva V.G. Performance in auditory and speech tests among schoolchildren with learning disabilities. Uchenye Zapiski Kazanskogo Universiteta. Seriya Gumanitarnye Nauki, 2022, vol. 164, no. 1–2, pp. 28–40. doi: 10.26907/2541-7738.2022.1-2.28-40. (In Russian)

Abstract

This article describes the results of an attempt to examine the auditory and speech abilities of children with learning difficulties using online tests. A total of 307 children (1 to 7 graders), all facing problems while writing and reading, took part in the experiment. The consistency of auditory and speech tests performed during the neuropsychological and speech therapy practices was analyzed. The following tests were selected: memorizing 10 words, repeating syllables with oppositional consonants, and repeating desemanticized stimuli (nonwords). The results of the correlation analysis proved that the tests are consistent: there was a significant bond between the success of repeating nonwords, syllables, and memorizing 10 words. We also considered how different age groups of children with learning difficulties performed in the tests. Further prospects for studying the revealed patterns were outlined.

Keywords: dyslexia, dysgraphia, learning disabilities, auditory-speech memory, phonological processing, phonemic perception, nonwords

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