الفهرس 
INTRODUCTION AND RATIONALE
Aim of the workOnly 14 pages are availabe for public view
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Abstract
Central Auditory Processing Disorder refers to difficulties in the perceptual processing of auditory processing and auditory information in the CNS and demonstrated by poor performance in one or more of the following skills: sound localization and lateralization; auditory discrimination; auditory pattern recognition; temporal aspects of audition including: temporal resolution, temporal masking, temporal integration and temporal ordering; auditory performance with competing acoustic signals; and auditory performance with degraded acoustic signals (AAA, 2010 and ASHA, 2005).
Since speech and language skills are developed most efficiently through the auditory sensory modality, it is not unusual to observe speech and language problems as well as academic problems (many of them language-based), in children with CAPD (Smoski et al, 1992). Sharma et al, (2009) reported that up to nearly three quarters of those with language impairment and/or reading disorder are thought to also experience auditory processing deficit, Rosen (2003) reported that about 40%, of children with dyslexia had auditory processing deficits.
Management of central auditory processing disorder is based mainly on three lines, direct skill remediation for the affected abilities, use of compensatory strategies and acoustic modification of the listening conditions (Bellis, 1996 and ASHA, 2005).
The objective of this study was to apply computer-based (formal) training programs on half of the study and informal training programs on the other half. Both training programs aimed to train the temporal processing and phonemic awareness abilities and compare the outcome of both programs. These programs were developed and standardized at Ain-shams University (Tawfik et al., 2005 and Tawfik et al., 2006).
Phonemic awareness is a component of phonological awareness involving the ability to hear, isolate and manipulate phonemes (Westwood, 2008). Strong phonological and phonemic awareness and a good understanding of the alphabetic principle are fundamental skills for reading development and success (Wendling & Mather, 2009). A deficit in phonological awareness is believed to be the primary reason why many children experience reading difficulty/disorder (Sharma et al., 2009)
The phonemic awareness test used in this study is a sub-item of Arabic Reading Test standardized for diagnosis of reading disability at Assiut University-Phoniatric Unit (Abou el ella et al, 2004).
The study was conducted on 50 LD children of both genders ranging in age from 6 to 12 years. They were divided into two equal groups (A and B). Children of group (A) were submitted to the formal training material, while children in group (B) were submitted to the informal training material. The ultimate goal of CAPD remediation programs in children is to improve communication and classroom learning activities.
All subjects in the present study were submitted to full history taking, otological examination, Basic audiological evaluation, IQ testing using Stanford Binnet Test version 4, central auditory behavioral tests and Cortical Evoked P1. In addition to, Phonemic awareness subtest of Arabic reading test which was applied only for Children around 10 years. Then those children were submitted to the remediation programs for 2 months, re-evaluation by central auditory tests and Phonemic awareness test was done 1 month after finishing the remediation course.
Central auditory processing tests used in this research were DD, PPS and AFT and Cortical P1. It showed a statistically significant post-remediation improvement in psychophysical Central tests (PPT, DDT and AFT) and electrophysiological measure (P1 latency). also, Phonemic awareness test showed significant improvement.
The most important finding in the present study is that the remediation was more effective in youngest age group which could be explained by neuroplasticity. But gender has no effect on the remediation outcome.