Caracterização dos potenciais evocados auditivos de longa latência em crianças com dislexia

Abstract

INTRODUCTION: Developmental dyslexia (DD) is the unexpected difficulty of reading with fluency and accuracy. Learning of reading is not natural for the human being, unlike the acquisition of oral language; in this way, DD is a by-product of this human invention, writing. The learning of reading, however, is based on the development of oral language, through the awareness of the relationship between sounds and symbols (phonological awareness) and vocabulary. From this understanding of the importance of awareness of oral language sounds, investigating central auditory processing in children with developmental dyslexia may help to uncover associations between the unexpected difficulty of learning to read and possible deficits in central auditory processing as well as associated differences to central auditory processing mechanisms in DD. In this sense, latencies and wave amplitudes represent the time, in milliseconds, that the information took to be processed and the amount of neuronal structure involved in the response, respectively. OBJECTIVE: to investigate the latencies and amplitudes of the waves generated by long-latency auditory evoked potentials in a group of children diagnosed with developmental dyslexia. METHODS: 28 children with a diagnosis of dyslexia participated in the study. The components P1, N1, P2, N2, P300 and MMN were investigated with the MASBE ATC Plus (Contronic) and used the earphones inserted, with stimulus tone burst for the tests. And were always analyzed by two evaluators. CONCLUSION: No statistical difference was found when comparing the right and left ears, given the feasibility of binaural evaluation. No significant differences were found when comparing the dyslexia groups alone and dyslexia associated with attention deficit, indicating that attention failures are not a bias for this type of study.