Improving Speech-in-noise Perception in Nigerian Pupils With Auditory Processing Disorder: Effects of Auditory Closure Training and Dialogic Reading
Year: 2025
Type: article
Abstract: Auditory Processing Disorder (APD) manifests in significant difficulties understanding speech in noise, critically impairing classroom learning. This study evaluated the comparative efficacy of two non-technological, school-based interventions, a bottom-up Auditory Closure Training (ACT) and a top-down Dialogic Reading Approach (DRA), for improving this "cocktail party effect" in Nigerian pupils with APD. A quasi-experimental, pretest posttest control group design was employed with 60 pupils (aged 8 to 12 years) in Osun State. Participants were randomized to ACT, DRA, or a wait list control. Interventions were delivered for 45 minutes, three times weekly, over 10 weeks. Speech in noise perception was the primary outcome. Analysis of Covariance revealed a significant, large main effect for treatment (F(2, 47) = 112.83, p< .001, partial η² = .828). Post hoc analyses confirmed both ACT (adj. M = 10.26, SE = 0.39) and DRA (adj. M = 11.25, SE = 0.36) groups significantly outperformed the control group (adj. M = 4.31, SE = 0.35) (p< .001), with no significant difference between active interventions. No significant main effects for gender or school type, nor any interaction effects, were found. Both targeted auditory training and language enriched cognitive intervention are highly effective for remediating speech in noise deficits in APD. The equivalent efficacy of the low cost, scalable DRA is particularly significant for resource constrained educational systems, offering a practical pathway for inclusive education.
Institution: Federal University of Health Sciences, Ila-Orangun
Language: English
Subfield: Cognitive Neuroscience
Field: Neuroscience
Domain: Life Sciences
Open Access status: diamond
OpenAlex ID: W7220120536