The purpose of this study was to compare the performance of \"learning disabled\" (LD) children and children with no identified learning problems on tests of central auditory function. Katz's Staggered.Spondaic Word (SSW) test and Willeford's Tests of Central Auditory Function (TCAF) were administered.
The groups consisted of twenty-one LD children (experimental) and twenty-one children with no identified learning problems (control). The groups were matched for age, sex, socioeconomic background, and IQ. None of the subjects had a peripheral auditory impairment.
Experimental and control groups differed significantly on the corrected left SSW ear scores at the 0.03 level, the corrected total SSW scores at the 0.05 level, and on the left ear scores of the Competing Sentences test of Willeford's TCAF at the 0.05 level.
Discriminant analysis showed that five variables predicted whether an individual child belonged to the experimental or control group. This led to a formula that predicted correct group membership seventy-three and eight tenths percent. (73.8%) of the time.
","abstract_html":"<p>The purpose of this study was to compare the performance of "learning disabled" (LD) children and children with no identified learning problems on tests of central auditory function. Katz's Staggered.Spondaic Word (SSW) test and Willeford's Tests of Central Auditory Function (TCAF) were administered.</p> <p>The groups consisted of twenty-one LD children (experimental) and twenty-one children with no identified learning problems (control). The groups were matched for age, sex, socioeconomic background, and IQ. None of the subjects had a peripheral auditory impairment.</p> <p>Experimental and control groups differed significantly on the corrected left SSW ear scores at the 0.03 level, the corrected total SSW scores at the 0.05 level, and on the left ear scores of the Competing Sentences test of Willeford's TCAF at the 0.05 level.</p> <p>Discriminant analysis showed that five variables predicted whether an individual child belonged to the experimental or control group. This led to a formula that predicted correct group membership seventy-three and eight tenths percent. (73.8%) of the time.</p>","abstract_has_math":false,"creators":["Hirabayashi, Joan M"],"institution":null,"degree_name":"Master of Science (MS)","degree_level":"Thesis","degree_discipline":"Communicative Disorders","degree_department":null,"school":null,"contributors":["E. Evelyn Britt","Victor S. Griffiths","David G. McGann","Wilma F. Phillips"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1977,"date_issued":"1977-06-01T07:00:00Z","date_published":"1977-06-01T07:00:00Z","updated_at":"2026-07-24T02:52:52Z","subjects":["Communication Sciences and Disorders","Speech Pathology and Audiology","Learning Disorders -- diagnosis; Auditory Perception."],"languages":["English"],"rights":["This title appears here courtesy of the author, who has granted Loma Linda University a limited, non-exclusive right to make this publication available to the public. The author retains all other copyrights."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarsrepository.llu.edu/etd/1110","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["E. Evelyn Britt","Victor S. Griffiths","David G. McGann","Wilma F. Phillips"]},{"key":"dc:creator","label":"Author","values":["Hirabayashi, Joan M"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Communicative Disorders"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science (MS)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Communication Sciences and Disorders","Speech Pathology and Audiology","Learning Disorders -- diagnosis; Auditory Perception."]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["This title appears here courtesy of the author, who has granted Loma Linda University a limited, non-exclusive right to make this publication available to the public. The author retains all other copyrights."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarsrepository.llu.edu/etd/1110"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to compare the performance of \"learning disabled\" (LD) children and children with no identified learning problems on tests of central auditory function. Katz's Staggered.Spondaic Word (SSW) test and Willeford's Tests of Central Auditory Function (TCAF) were administered.
The groups consisted of twenty-one LD children (experimental) and twenty-one children with no identified learning problems (control). The groups were matched for age, sex, socioeconomic background, and IQ. None of the subjects had a peripheral auditory impairment.
Experimental and control groups differed significantly on the corrected left SSW ear scores at the 0.03 level, the corrected total SSW scores at the 0.05 level, and on the left ear scores of the Competing Sentences test of Willeford's TCAF at the 0.05 level.
Discriminant analysis showed that five variables predicted whether an individual child belonged to the experimental or control group. This led to a formula that predicted correct group membership seventy-three and eight tenths percent. (73.8%) of the time.
"]},{"key":"dc:title","label":"Title","values":["Relationships Between Central Auditory Function and Learning Disabilities"]}]}],"canonical_facts":{"dc:contributor":["E. Evelyn Britt","Victor S. Griffiths","David G. McGann","Wilma F. Phillips"],"dc:creator":["Hirabayashi, Joan M"],"dc:description.abstract":["The purpose of this study was to compare the performance of \"learning disabled\" (LD) children and children with no identified learning problems on tests of central auditory function. Katz's Staggered.Spondaic Word (SSW) test and Willeford's Tests of Central Auditory Function (TCAF) were administered.
The groups consisted of twenty-one LD children (experimental) and twenty-one children with no identified learning problems (control). The groups were matched for age, sex, socioeconomic background, and IQ. None of the subjects had a peripheral auditory impairment.
Experimental and control groups differed significantly on the corrected left SSW ear scores at the 0.03 level, the corrected total SSW scores at the 0.05 level, and on the left ear scores of the Competing Sentences test of Willeford's TCAF at the 0.05 level.
Discriminant analysis showed that five variables predicted whether an individual child belonged to the experimental or control group. This led to a formula that predicted correct group membership seventy-three and eight tenths percent. (73.8%) of the time.
"],"dc:identifier":["https://scholarsrepository.llu.edu/etd/1110"],"dc:language":["English"],"dc:rights":["This title appears here courtesy of the author, who has granted Loma Linda University a limited, non-exclusive right to make this publication available to the public. The author retains all other copyrights."],"dc:subject":["Communication Sciences and Disorders","Speech Pathology and Audiology","Learning Disorders -- diagnosis; Auditory Perception."],"dc:title":["Relationships Between Central Auditory Function and Learning Disabilities"],"thesis:degree_discipline":["Communicative Disorders"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Master of Science (MS)"]},"updated_at":"2026-07-24T02:52:52Z"}