Auditory and language processing in children with language impairment

Abstract

This research project looked into the auditory processing and language abilities in typically developing children (TD) and children having language impairment (LI) from ages 7;0 to 9;0 years. Language and auditory processing indirect and direct assessments, were used to derive a cross-sectional baseline of their language and auditory processing abilities. These were administered on a total of 22 participants, who were divided into sub-groups based on age and language ability. Descriptive statistics were derived for each subgroup’s performance on each measure used. The one-way ANOVA test was used to test, whether the two categorical and independent variables of age and language ability had a significant effect on assessment measures. Results showed, age to provide minimal statistical differences on the Sentence Imitation Task (SIT) and the Gaps in Noise test 3 (GIN). On the contrary, significant differences were highlighted on a good number of language and auditory processing measures, when sub-groups were compared based on the independent variable of language ability. Language and auditory processing measures were also tested for correlation using the Pearson Product Correlation Coefficient to identify any existing relationships being either positive or negative. Positive/negative and significant relationships were identified between the language measures themselves and between language and auditory processing assessments. Results were discussed in relation to published studies on auditory processing abilities in children having language impairment.