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
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.
Screening and rehabilitation of attention disorders is a really encouraging field for clinical practice and research because of their effect on cognitive functions. Therefore, they can affect the language productions and cause significant educational, professional, social or familial difficulties. In this context, this study aims at screening for disorders of attention and unilateral spatial neglect in a sample of Moroccan junior high school students at El Moukaouama junior high school, M'rirt (Middle Atlas , Morocco). On a sample of 136 students aged between 11 and 19 years, a measure of attention was performed using the bells test. Scores obtained in the test in this study show that 21.32 % of students have attention problems and 5.88% have a profile of right or left unilateral spatial neglect. This study also shows a strong correlation between the students' school performance and their scores on the bells test. This study invites all interveners in the field of education, health and others to intervene to address the problems of attention in order to increase school achievement.
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