Auditory discrimination and school performance

Abstract

The relation between auditory abilities and learning, especially between auditory discrimination and reading and writing difficulties is a controversial matter, which induced the research presented in this article. Twenty three students at primer school have been studied in two different groups concerning learning efficiency, and a test for auditory discrimination for verbal sounds was applied for both groups. The results did not present any difference between the two groups, supporting the idea that there isn’t direct casual relation between isolated abilities and alphabetization. This conclusion is discussable due to limitations on the investigation realized.