ABSTRACT
Purpose
Analyze the association of simple and complex auditory temporal ordering skills with reading competence tasks in students.
Methods
Pilot phase of a cross-sectional study conducted with a non-probabilistic sample of 22 schoolchildren aged eight to ten years. Instruments for evaluation of reading competence tasks and simple and complex auditory temporal ordering abilities were used.
Results
Most participants obtained adequate results in the tests of simple auditory temporal ordering (SATO) and reading competence (RC), but inadequate results in the test of complex auditory temporal ordering (CATO). The association of reading competence with temporal processing showed no statistical significance.
Conclusion
The study evidenced the importance to conduct more robust studies on the theme and the viability of data collection in the school scenario.
Keywords
Academic Institutions; Auditory Perception; Understanding; Reading; Language; Speech, Language and Hearing Sciences