A forward-gating procedure employing highly familiar monosyllabic words was used in auditory testing of age- and gender-matched children with learning disabilities and normally achieving children aged 8 to 11 years. The portion of the word presented, or "gate," was longer on each successive trial. Non-disabled children identified an average of one more word than the children with learning disabilities, but the mean duration required for word identification did not differ between groups. Better receptive vocabulary scores were associated with identification of words at shorter durations only among the children with learning disabilities. The two groups of children had similar numbers of different meaningful-word and different non-word incorrect responses. The children with learning disabilities exhibited poorer fine-grained auditory discrimination than a control group of non-disabled children. The study concluded that auditory closure skills for the gating task were as good among children with learning disabilities as among non-disabled children, but that sensory discrimination problems may contribute significantly to the learning difficulties of the former group.

Original Citation

Elliott, L. L., Scholl, M. E., Grant, J. O., & Hammer, M. A. (2016). Perception of Gated, Highly Familiar Spoken Monosyllabic Nouns by Children With and Without Learning Disabilities: Journal of Learning Disabilities. https://doi.org/10.1177/002221949002300408

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