Letter to the Editor  |   July 2012
Auditory Training for Children With Auditory Processing Disorder and Language Impairment: A Response to Bellis, Chermak, Weihing, and Musiek
 
Author Affiliations & Notes
  • Marc E. Fey
    University of Kansas Medical Center, Kansas City
  • Alan G. Kamhi
    University of North Carolina at Greensboro
  • Gail J. Richard
    Eastern Illinois University, Charleston
  • Correspondence to Marc E. Fey: mfey@kumc.edu
  • Editor: Marilyn Nippold
    Editor: Marilyn Nippold×
  • Associate Editor: Ilsa Schwarz
    Associate Editor: Ilsa Schwarz×
Article Information
Hearing Disorders / Audiologic / Aural Rehabilitation / Language Disorders / Attention, Memory & Executive Functions / Letter to the Editor
Letter to the Editor   |   July 2012
Auditory Training for Children With Auditory Processing Disorder and Language Impairment: A Response to Bellis, Chermak, Weihing, and Musiek
Language, Speech, and Hearing Services in Schools, July 2012, Vol. 43, 387-392. doi:10.1044/0161-1461(2012/12-0016)
History: Received February 20, 2012 , Accepted March 20, 2012
 
Language, Speech, and Hearing Services in Schools, July 2012, Vol. 43, 387-392. doi:10.1044/0161-1461(2012/12-0016)
History: Received February 20, 2012; Accepted March 20, 2012

Purpose: We respond to Bellis, Chermak, Weihing, and Musiek’s (2012)  criticisms of the evidence-based systematic review of Fey et al. (2011)  on the effects of auditory training on auditory, spoken, and written language performance of children with auditory processing disorder or language impairment. In general, we argue that the conceptualizations and methods on which our review was based were well motivated, and that our original conclusions are valid given the limited evidence that is currently available from clinical studies of auditory training with school-age children with auditory processing disorder or language impairment.

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