JSLHR Papers in Press
Published online June 28, 2012
Journal of Speech, Language, and Hearing Research 2012; doi:10.1044/1092-4388(2012/11-0068)

Journal of Speech, Language, and Hearing Research 2013;56:1.

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Article

Title: The Impacts of Language Background and Language-Related Disorders in Auditory Processing Assessment

Jenny Hooi Yin Loo
National University Hospital, Department of Otolaryngology, Head & Neck Surgery, Singapore
UCL Ear Institute, London, UK

Doris-Eva Bamiou
UCL Ear Institute, London, UK
Neuro-otology Department National Hospital for Neurology Neurosurgery, London, UK

Stuart Rosen
UCL Speech, Hearing, and Phonetic Sciences, Division of Psychology and Language Sciences, London, UK

Correspondence to: Jenny Loo, National University Hospital, 5 Lower Kent Ridge Road, Level 3, ENT – Head & Neck Surgery Clinic, Singapore 119074. E-mail address: Hooi_Yin_LOO{at}nuhs.edu.sg.

Purpose: To examine the impact of language background and language-related disorders (LRDs — dyslexia and/or language impairment) on performance in speech and non-speech tests of auditory processing (AP) commonly used in the clinic.

Method: A clinical database concerning 133 multilingual and 71 monolingual children (7–12 years old) with listening concerns was analyzed retrospectively.

Results: Language background had no significant effect on the three nonspeech AP tests, but worsened performance in most of the speech tests. Children with LRDs generally performed more poorly than those without, except for the masking level difference (MLD).

Conclusions: Although language background affects performance in AP tasks that use speech, the effect of LRDs appears to be more wide-ranging insofar as the majority of the AP tests, speech and non-speech, were significantly affected by their presence. The effects of language background are probably mediated directly through the effects of language expertise, while those associated with LRDs appear to arise from associated deficits in memory and attention. The vast majority of so-called AP tests tap abilities far beyond those typically thought of as specifically auditory, so are poor indicators of an auditory processing disorder.

KEY WORDS: Auditory processing disorder, multilingualism, language-related disorders, dyslexia, language impairment


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