Editorial

Wheldall, Kevin; Wheldall, Robyn; Kohnen, Saskia

doi:10.1080/19404158.2015.1059001

Cited by 1 publication

(1 citation statement)

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“…The aim of this study was to investigate the associations between scores on behavioral tests commonly used as measures of auditory processing and cognition, and the relation of those scores to measures of listening ability and reading ability. More specifically, our aims were (1) to investigate the conventional distinction between auditory processing abilities and cognitive abilities, (2) to develop a plausible model relating auditory processing abilities, cognitive abilities, listening ability, and reading ability, and (3) to investigate the association between each of listening and reading abilities and (a) auditory processing abilities, adjusting for cognitive abilities, and (b) cognitive abilities, adjusting for auditory processing abilities.…”

Section: Introductionmentioning

confidence: 99%

The Relations Between Auditory Processing Scores and Cognitive, Listening and Reading Abilities

2021

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Objective: To investigate associations between auditory processing abilities, cognitive abilities, listening ability and reading ability in children.Design: This was a cross-sectional study involving 155 children (105 referred for auditory processing assessment and 50 with no reported listening concerns) aged between 7 and 13 years. Each child was assessed on auditory processing tests, cognitive tests and a reading test.Additional data on reading ability was provided by the reading score from a national test.Questionnaires about the child's listening ability were completed by a parent, a teacher, and the child.Results: Structural equation models relating auditory processing abilities, cognitive abilities, listening ability and reading ability were developed. There was evidence that listening and reading abilities were associated with cognitive abilities when adjusting for auditory processing abilities, but little evidence that listening and reading abilities were associated with auditory processing abilities when adjusting for cognitive abilities.Conclusions: It should not be assumed that auditory processing tests and cognitive tests measure separate abilities. When investigating the association between auditory processing abilities and real-world abilities, it is important to adjust for cognitive abilities. Children with listening difficulties should undergo cognitive assessments in addition to auditory processing assessments.

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Section: Introductionmentioning

confidence: 99%