Auditory Discrimination of Learning Disabled Children in Quiet and Classroom Noise

This study examined the effects of classroom noise on an auditory processing task of learning disabled children, with distractibility, activity, and cognition controlled. Forty children di-vided into normal and learning disabled groups were administered both forms of the I4epman Auditow Discrimination Test. Two listening conditions were tested: (1) the relative quiet of small test rooms, and (2) classroom noise (on a tape recorder) in the same test rooms. Results showed that learning disabled children made sisnificantly more auditory discrimination errors than normals in both quiet and noise conditions. Both normal and learning disabled children made significantly more auditory dis