Return to References: Auditory Processing factor page.
Numerous measures exist to gain a full picture of a student's learning strengths and challenges. Following are examples of measures used to assess this Learner Factor. These measures should be administered and interpreted by experienced professionals.
Auditory Processing Speed Test (APS-T): (Cameron et al., 2014): Assessment of language processing speed for students aged 6 to 12.
Test of Auditory Processing Skills: (Martin, Brownell & Hamaguchi, 2018): Assessment of Language Processing skills including Auditory Memory, Listening Comprehension, and Phonological skills for students aged four to 18.
Ahmed, M. A., Khaled, A., Mohammad, T. A., Mansour, D. F., & Ezz-Eldine, M. Y. (2014). Learning Disabilities in Different Types of Attention Deficit Hyperactivity Disorders and its Relation to Cortical and Brainstem Function. Journal of Neurology Research, 4(1), 22-30.
Ahmmed, A. U., Ahmmed, A. A., Bath, J. R., Ferguson, M. A., Plack, C. J., & Moore, D. R. (2014). Assessment of children with suspected auditory processing disorder: a factor analysis study. Ear and Hearing, 35(3), 295-305.
Ankeeta, A., Kumaran, S. S., Saxena, R., Dwivedi, S. N., Jagannathan, N. R., & Narang, V. (2022). Auditory perception of ambiguous and non-ambiguous sound in early and late blind children: A functional connectivity study. Brain and Language, 231, 105148.
Benasich, A. A., Thomas, J. J., Choudhury, N., & Leppänen, P. H. (2002). The importance of rapid auditory processing abilities to early language development: evidence from converging methodologies. Developmental Psychobiology: The Journal of the International Society for Developmental Psychobiology, 40(3), 278-292.
Boets, B., Wouters, J., Van Wieringen, A., De Smedt, B., & Ghesquiere, P. (2008). Modeling relations between sensory processing, speech perception, orthographic and phonological ability, and literacy achievement. Brain and Language, 106(1), 29-40.
Brandwein, A. B., Foxe, J. J., Butler, J. S., Frey, H. P., Bates, J. C., Shulman, L. H., & Molholm, S. (2015). Neurophysiological indices of atypical auditory processing and multisensory integration are associated with symptom severity in autism. Journal of Autism and Developmental Disorders, 45(1), 230-244.
Cameron, S., Glyde, H., Dillon, H., & Whitfield, J. (2014). Development and preliminary evaluation of a processing speed test for school-aged children utilizing auditory stimuli. International Journal of School and Cognitive Psychology, 1(3), 116.
Corriveau, K. H., Goswami, U., & Thomson, J. M. (2010). Auditory processing and early literacy skills in a preschool and kindergarten population. Journal of Learning Disabilities, 43(4), 369-382.
Crottaz-Herbette, S., Anagnoson, R. T., & Menon, V. (2004). Modality effects in verbal working memory: differential prefrontal and parietal responses to auditory and visual stimuli. Neuroimage, 21(1), 340-351.
Del Zoppo, C., Sanchez, L., & Lind, C. (2015). A long-term follow-up of children and adolescents referred for assessment of auditory processing disorder. International Journal of Audiology, 54(6), 368-375.
Dunn, W. (1997). The impact of sensory processing abilities on the daily lives of young children and their families: A conceptual model. Infants & Young Children, 9(4), 23-35.
Ferre, J. (2014). Central auditory processing and the common core. Rockville: American Speech-Language-Hearing Association.
Filippi, R., Morris, J., Richardson, F. M., Bright, P., Thomas, M. S., Karmiloff-Smith, A., & Marian, V. (2015). Bilingual children show an advantage in controlling verbal interference during spoken language comprehension. Bilingualism: Language and Cognition, 18(3), 490-501.
Fostick, L., & Revah, H. (2018). Dyslexia as a multi-deficit disorder: Working memory and auditory temporal processing. Acta Psychologica, 183, 19-28.
Gu, C., & Bi, H.-Y. (2020). Auditory processing deficit in individuals with dyslexia: A meta-analysis of mismatch negativity. Neuroscience & Biobehavioral Reviews, 116, 396–405.
Hämäläinen, J. A., Salminen, H. K., & Leppänen, P. H. (2013). Basic auditory processing deficits in dyslexia: Systematic review of the behavioral and event-related potential/field evidence. Journal of Learning Disabilities, 46(5), 413-427.
Hrastinski, I., Bonetti, A., & Hedjever, M. (2023). Relationship between auditory processing skills and academic achievement of elementary school children. Specijalna Edukacija i Rehabilitacija, 22(2), 95-116.
Krizman, J., Slater, J., Skoe, E., Marian, V., & Kraus, N. (2015). Neural processing of speech in children is influenced by extent of bilingual experience. Neuroscience Letters, 585, 48-53.
Leppänen, P. H., Hämäläinen, J. A., Salminen, H. K., Eklund, K. M., Guttorm, T. K., Lohvansuu, K., ... Lyytinen, H. (2010). Newborn brain event-related potentials revealing atypical processing of sound frequency and the subsequent association with later literacy skills in children with familial dyslexia. Cortex, 46(10), 1362-1376.
Martin, N., & Brownell, R. (2005). Test of Auditory Processing Skills. Academic Therapy Publications: Novato, CA.
McDermott, E. E., Smart, J. L., Boiano, J. A., Bragg, L. E., Colon, T. N., Hanson, E. M., ... & Kelly, A. S. (2016). Assessing auditory processing abilities in typically developing school-aged children. Journal of the American Academy of Audiology, 27(02), 072-084.
Mendes, G. G., & Barrera, S. D. (2017). Phonological processing and reading and writing skills in literacy. Paidéia (Ribeirão Preto), 27, 298-305.
Moore, D. R., Ferguson, M. A., Edmondson-Jones, A. M., Ratib, S., & Riley, A. (2010). Nature of auditory processing disorder in children. Pediatrics, 126(2), e382-e390.
Rashid, S. M. U., Mukherjee, D., & Ahmmed, A. U. (2018). Auditory processing and neuropsychological profiles of children with functional hearing loss. International Journal of Pediatric Otorhinolaryngology, 114, 51-60.
Stevens, C., Harn, B., Chard, D. J., Currin, J., Parisi, D., & Neville, H. (2013). Examining the role of attention and instruction in at-risk kindergarteners electrophysiological measures of selective auditory attention before and after an early literacy intervention. Journal of Learning Disabilities, 46(1), 73-86.
Swanson, J. M., Schuck, S., Porter, M. M., Carlson, C., Hartman, C. A., Sergeant, J. A., … Wigal, T. (2012). Categorical and Dimensional Definitions and Evaluations of Symptoms of ADHD: History of the SNAP and the SWAN Rating Scales. The International Journal of Educational and Psychological Assessment, 10(1), 51–70.
White-Schwoch, T., Carr, K. W., Thompson, E.C., Anderson, S., Nicol, T., Bradlow, A., ... Kraus, N. (2015). Auditory processing in noise: A preschool biomarker for literacy. PLOS Biology, 13(7), 1-17.
White-Schwoch, T., Woodruff Carr, K., Thompson, E. C., Anderson, S., Nicol, T., Bradlow, A. R., & Kraus, N. (2015). Auditory processing in noise: A preschool biomarker for literacy. PLoS Biology, 13(7), e1002196.
Yalçınkaya, F., Muluk, N. B., & Şahin, S. (2009). Effects of listening ability on speaking, writing and reading skills of children who were suspected of auditory processing difficulty. International Journal of Pediatric Otorhinolaryngology, 73(8), 1137-1142.