Noise in our NICU exceeded the international permissible levels. Noisy events are numerous, which altered the neonates' physiologic stability especially preterm infants. Staff education is mandatory in ameliorating noise pollution with its deleterious effects on neonatal physiologic homeostasis.

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Background: Children with learning disability (LD) are thought to have deficits of neural origin. Speech evoked auditory brainstem responses (ABR) can objectively assess the biological processes underlying auditory processing of complex signals, not revealed using standard ABR responses to clicks. Objective: To assess central auditory processing functions in children with learning disability through electrophysiological testing. Methods: The present study comprised 60 normal hearing children of both genders. Cases included 30 learning disabled children and the controls included 30 healthy children without a learning disability. Each group was further subdivided into three subgroups according to age: subgroup age ranging from 6 to 8 years, > 8 to 10 years and > 10 to 12 years. All subjects were submitted to full history taking, otological examination, basic audiological evaluation, and Speech ABR testing. Parameters measured were latencies and amplitudes of the onset response and the steady state response waves. Results: This study showed that all subjects demonstrated identifiable and repeatable waves. The reliability of the response peaks was generally very good. All LD children showed statistically significant delayed latencies of waves V, A and F in both ears in all tested subgroups, compared to their controls. There was a statistically significant diminished amplitude of wave F in all tested subgroups in both ears compared to their controls. There was a statistically significant decreased amplitudes of waves D and E in 6–8 years subgroup and waves C and D in 8–10 years subgroup compared to their controls. In addition, compared to the controls, the amplitude of waves D and E were statistically significantly decreased in the 6-8 years subgroup, and waves C and D in the 8-10 years subgroup. Conclusion: Speech evoked ABR response parameters are affected in LD children, reflecting abnormalities in brainstem encoding of speech signals.

Background: Developmental dyslexia (DD) is a specific learning disability manifested by difficulties in learning to read and write despite of having adequate cognitive ability, motivation, access to instruction and intact peripheral sensory mechanisms. Dyslexia affects about 5%-10% of the child population. Aim of the work:Evaluate the effect of computer-based remediation program on dichotic listening ability in dyslexic children. Patients and Method: Study population included 30 dyslexic children who received central auditory training on dichotic listening ability 2sessions/week for 8 weeks, each session lasted for 30 minutes for two months. Each child underwent: Full history taking, Modified Arabic Dyslexic Screening Test (MADST) and Basic audiological evaluation. Central auditory processing questionnaire for children and Arabic Dichotic Digit test (DDT) were done pre-and postremediation program. Results: Using the DDT, 90% of study population had dichotic listening deficit. Central auditory questionnaire showed all abilities were affected and mostly affected abilities were attention, scholastic achievement and behavior. Central auditory questionnaire pre-& post-remediation results revealed subjective improvement following Dichotic listening remediation on dyslexic children. DDT pre& post remediation results relieved significant improvement following dichotic listening remediation program. Conclusion: Remediation of dichotic listening ability had effect on dyslexic children and this was obvious on Dichotic digit test pre & post-remediation program. Subjective improvement measured by pre& post remediation results of central auditory questionnaire of children was mostly in attention, memory and scholastic achievement.

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