The purpose of this study was to compare the performance of "learning disabled" (LD) children and children with no identified learning problems on tests of central auditory function. Katz's Staggered.Spondaic Word (SSW) test and Willeford's Tests of Central Auditory Function (TCAF) were administered.
The groups consisted of twenty-one LD children (experimental) and twenty-one children with no identified learning problems (control). The groups were matched for age, sex, socioeconomic background, and IQ. None of the subjects had a peripheral auditory impairment.
Experimental and control groups differed significantly on the corrected left SSW ear scores at the 0.03 level, the corrected total SSW scores at the 0.05 level, and on the left ear scores of the Competing Sentences test of Willeford's TCAF at the 0.05 level.
Discriminant analysis showed that five variables predicted whether an individual child belonged to the experimental or control group. This led to a formula that predicted correct group membership seventy-three and eight tenths percent. (73.8%) of the time.
E. Evelyn Britt
Victor S. Griffiths
David G. McGann
Wilma F. Phillips
Master of Science (MS)
Year Degree Awarded
Date (Title Page)
Library of Congress/MESH Subject Headings
Learning Disorders -- diagnosis; Auditory Perception.
Loma Linda University Libraries
This title appears here courtesy of the author, who has granted Loma Linda University a limited, non-exclusive right to make this publication available to the public. The author retains all other copyrights.
Hirabayashi, Joan M., "Relationships Between Central Auditory Function and Learning Disabilities" (1977). Loma Linda University Electronic Theses, Dissertations & Projects. 1110.
Loma Linda University Electronic Theses and Dissertations
Loma Linda University. Del E. Webb Memorial Library. University Archives