Resumen

FINKLER, Andréa Dulor; BARBA, Marion Cristine De  y  MATOS, Taís da Silva. Hearing skills and learning difficulty: An integrative literature review. Rev. psicopedag. [online]. 2022, vol.39, n.118, pp.54-60. ISSN 0103-8486.  https://doi.org/10.51207/2179-4057.20220005.

The present study sought to review the national literature relating hearing skills and learning difficulties. For that, articles indexed in the databases of Latin American and Caribbean Literature in Health Sciences (LILACS), Scientific Electronic Library Online (SciELO) and the Coordination for the Improvement of Higher Education Personnel (Portal CAPES) databases were used. As inclusion criteria were used: studies with 7 to 16 years-old children, free full text articles, in Portuguese language, published between 2010 and 2020. A total of 78 articles were found through electronic search in three databases, but only four fully met the search eligibility criteria. The average number of participants for each gender was 23.66 for males and 18 for females, with the mean minimum age being 8.25 years-old and the mean maximum age being 12,87 years-old. All of them presented hearing thresholds within the normal range and type A tympanometric curve. In all articles, worse performance was observed in the study groups when compared to the control group. One of the studies was composed only of participants with alterations in reading and writing. In this study 92% of the participants presented alterations in the auditory abilities. It can be concluded that it is common to find changes in the assessment of the hearing skills of individuals with school difficulties, especially when compared to students with good academic performance.

Palabras clave : Learning Difficulties; Learning Changes; Auditory Skills.

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