[ La Discrimination auditive comme indicateur de diagnostic de dyslexie chez les sujets arabophones ]
Volume 12, Issue 1, July 2015, Pages 190–196
Jamal El Azmy1, Ahmed O.T. Ahami2, and Benissa Badda3
1 Equipe de Neurosciences Cliniques, Cognitives et Santé Nutrionnelle, Laboratoire de Biologie et Santé, Département de Biologie, Faculté des Sciences, Université IBN TOFAÏL, BP. 133, Kenitra, Maroc
2 Unité Neurosciences et Nutrition, Laboratoire Biologie et Santé, Département de Biologie, BP.133 Faculté des Sciences, Kenitra, Maroc
3 Centre de Formation des Instituteurs, Khémisset, Maroc
Original language: French
Copyright © 2015 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Reading, auditory discrimination and matching abilities of 34 Arabic-speaking students into two groups (good readers and poor readers) were examined using the Labbel to check the validity of auditory discrimination as dyslexia diagnostic indicator. The subjects' results at the four spots of labbel (reading words / no words with diacritical, reading words / no words without diacritical, auditory discrimination of words and letter matching heard / letter) showed a significant difference between the results of the good readers and those of poor readers. All the results confirm the validity of auditory discrimination as reading disorder screening tool.
Author Keywords: Reading, Auditory, Discrimination, Matching, Labbel.
Volume 12, Issue 1, July 2015, Pages 190–196
Jamal El Azmy1, Ahmed O.T. Ahami2, and Benissa Badda3
1 Equipe de Neurosciences Cliniques, Cognitives et Santé Nutrionnelle, Laboratoire de Biologie et Santé, Département de Biologie, Faculté des Sciences, Université IBN TOFAÏL, BP. 133, Kenitra, Maroc
2 Unité Neurosciences et Nutrition, Laboratoire Biologie et Santé, Département de Biologie, BP.133 Faculté des Sciences, Kenitra, Maroc
3 Centre de Formation des Instituteurs, Khémisset, Maroc
Original language: French
Copyright © 2015 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
Reading, auditory discrimination and matching abilities of 34 Arabic-speaking students into two groups (good readers and poor readers) were examined using the Labbel to check the validity of auditory discrimination as dyslexia diagnostic indicator. The subjects' results at the four spots of labbel (reading words / no words with diacritical, reading words / no words without diacritical, auditory discrimination of words and letter matching heard / letter) showed a significant difference between the results of the good readers and those of poor readers. All the results confirm the validity of auditory discrimination as reading disorder screening tool.
Author Keywords: Reading, Auditory, Discrimination, Matching, Labbel.
Abstract: (french)
Les capacités de lecture, de discrimination auditive et d'appariement de 34 élèves arabophones devisés en deux groupes (bons lecteurs et faibles lecteurs) ont été examinées à l'aide du Labbel pour vérifier la validité de la discrimination auditive comme indicateur de diagnostic de dyslexie. Les résultats des sujets aux quatre tâches du labbel (lecture de mots/non mots avec diacritique, lecture de mots/non mots sans diacritique, discrimination auditive de mots et appariement lettre entendue/ lettre écrite) ont montré une différence significatives entre les résultats des bons lecteurs et ceux des faibles lecteurs. L'ensemble des résultats peuvent confirmer la validité de la discrimination auditive comme outil de dépistage des troubles de lecture.
Author Keywords: Lecture, Discrimination, Auditive, Appariement, Labbel.
How to Cite this Article
Jamal El Azmy, Ahmed O.T. Ahami, and Benissa Badda, “Auditory discrimination as dyslexia diagnostic indicator among Arabic-speaking subjects,” International Journal of Innovation and Applied Studies, vol. 12, no. 1, pp. 190–196, July 2015.
