auditory processing disorder

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auditory processing disorder

A generic term for a condition caused by ear infections and head trauma characterised by difficulty in processing of auditory information in the CNS.

Auditory processing disorders—difficulties in:
• Sound localisation and lateralisation;
• Auditory discrimination;
• Auditory pattern recognition;
• Temporal aspects of audition, including
    — Temporal integration,
    — Temporal discrimination (e.g., temporal gap detection),
    — Temporal ordering and temporal masking;
• Auditory performance in competing acoustic signals (including dichotic listening);
• Auditory performance with degraded acoustic signals.

au·di·to·ry pro·ces·sing dis·or·der

(APD) (aw'di-tōr-ē pros'es-sing dis-ōr'dĕr)
Impaired ability to attend to or comprehend auditory information despite normal hearing and intellect; a type of receptive language disorder.
References in periodicals archive ?
Other common names are auditory perception problem, auditory comprehension deficit, central auditory dysfunction, central deafness, and so-called "word deafness.
The term mixed PPA was proposed for those patients who do not fit one of the major subtypes and who mainly display both non-fluency and sentence comprehension deficits as we have documented in our patient (6,7).
The implication of these findings is that knowledge and motivation related to nutrition play a larger role in later life by compensating for age-related declines in the mechanics of processing that underlie comprehension deficits.
Thus, according to the authors, about two thirds of the poor readers had comprehension deficits, and 64% also had word-level deficits.
3%); (b) mixed RD or students with deficits in both word recognition and listening comprehension (36%); and (c) specific comprehension deficits or students with adequate word recognition but deficits in listening comprehension (30%).
Thus, some may be concerned that WC/M will not detect comprehension deficits in students who can read aloud accurately and rapidly, but fail to comprehend what they are reading (Marston, 1989).
For example, Cohen and colleagues (1998) found that 40% of children with social adjustment problems have unsuspected auditory comprehension deficits that go undiagnosed and untreated (Cohen, Barwick, Horodezky, Vallance, & Im, 1998).
Several researchers have reported that poor readers have comprehension deficits textual materials consisting only of words that could be decoded accurately (Guthrie, 1973; Smiley, Oakley, Worthen, Campione, & Brown, 1977).
Finally, for reading comprehension deficits, Levine (1999) suggested that students incorporate visual models to accompany written explanations.
Increased capabilities and knowledge coupled with the depth of their decoding, fluency, and comprehension deficits suggest that meaningful reading interventions for older children with RD will differ in both intensity and quality from those for primary-age students.
Oral comprehension deficits, by contrast, are associated with low-resolution (small) maps of auditory and linguistic features, which may contribute to difficulty in segmenting meaningful units from fluent speech (Tallal, Miller, & Fitch, 1993).

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