A group of dyslexics with auditory processing difficulties showed significant improvements in language skills following intervention using non-linguistic auditory stimulation to enhance sensitivity and obtain a ‘healthy’ right ear advantage. Twenty–eight participants aged thirteen to seventeen years were divided into three groups: a dyslexic intervention group, a dyslexic control group and a non-dyslexic control group. The intervention used was Johansen Individualised Auditory Stimulation (Johansen IAS). The intervention group listened individually for ten minutes daily over fifteen to eighteen months to CDs of computer-generated music customised according to the results of their hearing tests. Improvements in technical reading (decoding) and spelling abilities in the dyslexic intervention group support a link between basic sensory perception skills and language-related skills at a phonological level. The study supports the use of non-linguistic auditory stimulation to optimise auditory perception, and the notion that such interventions benefit language in dyslexics whose auditory sensitivity and laterality is atypical. Further research is suggested to investigate the link between fundamental auditory processing abilities and our ability to learn and process language. The importance of assessing basic auditory perception, and the potential for its ‘re-education’ to optimise phonological awareness (widely accepted as a crucial process in literacy) is highlighted.
| Published in | Psychology and Behavioral Sciences (Volume 10, Issue 2) |
| DOI | 10.11648/j.pbs.20211002.12 |
| Page(s) | 81-95 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2021. Published by Science Publishing Group |
Auditory Stimulation, Developmental Dyslexia, Improving Language Abilities, Phonological Awareness, Johansen IAS, Music
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APA Style
Wim de Zwart. (2021). Possible Effects of Specific Auditory Stimulation (Johansen-IAS) on Language Development of a Group of Dyslexic Students. Psychology and Behavioral Sciences, 10(2), 81-95. https://doi.org/10.11648/j.pbs.20211002.12
ACS Style
Wim de Zwart. Possible Effects of Specific Auditory Stimulation (Johansen-IAS) on Language Development of a Group of Dyslexic Students. Psychol. Behav. Sci. 2021, 10(2), 81-95. doi: 10.11648/j.pbs.20211002.12
AMA Style
Wim de Zwart. Possible Effects of Specific Auditory Stimulation (Johansen-IAS) on Language Development of a Group of Dyslexic Students. Psychol Behav Sci. 2021;10(2):81-95. doi: 10.11648/j.pbs.20211002.12
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Download@article{10.11648/j.pbs.20211002.12,
author = {Wim de Zwart},
title = {Possible Effects of Specific Auditory Stimulation (Johansen-IAS) on Language Development of a Group of Dyslexic Students},
journal = {Psychology and Behavioral Sciences},
volume = {10},
number = {2},
pages = {81-95},
doi = {10.11648/j.pbs.20211002.12},
url = {https://doi.org/10.11648/j.pbs.20211002.12},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.pbs.20211002.12},
abstract = {A group of dyslexics with auditory processing difficulties showed significant improvements in language skills following intervention using non-linguistic auditory stimulation to enhance sensitivity and obtain a ‘healthy’ right ear advantage. Twenty–eight participants aged thirteen to seventeen years were divided into three groups: a dyslexic intervention group, a dyslexic control group and a non-dyslexic control group. The intervention used was Johansen Individualised Auditory Stimulation (Johansen IAS). The intervention group listened individually for ten minutes daily over fifteen to eighteen months to CDs of computer-generated music customised according to the results of their hearing tests. Improvements in technical reading (decoding) and spelling abilities in the dyslexic intervention group support a link between basic sensory perception skills and language-related skills at a phonological level. The study supports the use of non-linguistic auditory stimulation to optimise auditory perception, and the notion that such interventions benefit language in dyslexics whose auditory sensitivity and laterality is atypical. Further research is suggested to investigate the link between fundamental auditory processing abilities and our ability to learn and process language. The importance of assessing basic auditory perception, and the potential for its ‘re-education’ to optimise phonological awareness (widely accepted as a crucial process in literacy) is highlighted.},
year = {2021}
}
TY - JOUR T1 - Possible Effects of Specific Auditory Stimulation (Johansen-IAS) on Language Development of a Group of Dyslexic Students AU - Wim de Zwart Y1 - 2021/04/16 PY - 2021 N1 - https://doi.org/10.11648/j.pbs.20211002.12 DO - 10.11648/j.pbs.20211002.12 T2 - Psychology and Behavioral Sciences JF - Psychology and Behavioral Sciences JO - Psychology and Behavioral Sciences SP - 81 EP - 95 PB - Science Publishing Group SN - 2328-7845 UR - https://doi.org/10.11648/j.pbs.20211002.12 AB - A group of dyslexics with auditory processing difficulties showed significant improvements in language skills following intervention using non-linguistic auditory stimulation to enhance sensitivity and obtain a ‘healthy’ right ear advantage. Twenty–eight participants aged thirteen to seventeen years were divided into three groups: a dyslexic intervention group, a dyslexic control group and a non-dyslexic control group. The intervention used was Johansen Individualised Auditory Stimulation (Johansen IAS). The intervention group listened individually for ten minutes daily over fifteen to eighteen months to CDs of computer-generated music customised according to the results of their hearing tests. Improvements in technical reading (decoding) and spelling abilities in the dyslexic intervention group support a link between basic sensory perception skills and language-related skills at a phonological level. The study supports the use of non-linguistic auditory stimulation to optimise auditory perception, and the notion that such interventions benefit language in dyslexics whose auditory sensitivity and laterality is atypical. Further research is suggested to investigate the link between fundamental auditory processing abilities and our ability to learn and process language. The importance of assessing basic auditory perception, and the potential for its ‘re-education’ to optimise phonological awareness (widely accepted as a crucial process in literacy) is highlighted. VL - 10 IS - 2 ER -
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