Impact of Central Auditory Processing Disorder (CAPD) on the Academic Performance of Children of Early Childhood Stage: A Systematic Review and Meta-analysis

Tahany Sabry Kamal Shaaban
2021 مجلة القراءة والمعرفة  
PhD in Special Education ‫ٔانًعزفح‬ ‫نهقزاءج‬ ‫انًصزيح‬ ‫انجًعيح‬ ‫نهًعزفح‬ ‫انذٔنيح‬ ‫انجًعيح‬ ‫عضٕ‬ ILA 05 ‫ٔانًعزفح‬ ‫نهقزاءج‬ ‫انًصزيح‬ ‫انجًعيح‬ ‫نهًعزفح‬ ‫انذٔنيح‬ ‫انجًعيح‬ ‫عضٕ‬ ILA 05 ABSTRACT Hearing is a vital issue for the adequate development of every child, especially for early childhood children, because it helps in the development of language and speech. Many studies focus on the effect of central auditory processing disorder (CAPD) on the academic performance of children of
more » ... of children of early childhood stage on various aspects of education. It is well known that children who have been diagnosed with central auditory processing disorder frequently have spoken and written language disorders. Emotional and social problems, as well as issues with academic performance, can result from central auditory processing disorder. Early diagnosis can help overcome those negative impacts. Central auditory processing disorder can affected early childhood children"s academic performance in the communication and attention domains, and it may affect academic performance later in life. Researchers have begun to conduct a lot of research on how central auditory processing disorder affects the academic performance of early childhood children. The aim of this paper is to investigate the effects of central auditory processing disorder on the academic performance of early childhood children based on a literature review. This concept paper aims to shed light on the impact of central auditory processing disorder and the challenges that teachers and children can face. The results of this paper show that central auditory processing disorder has negative impacts on the early childhood children"s academic performance. These negative impacts can be overcome if we use and adapt suitable training programs earlier. Keywords: central auditory processing disorder (CAPD), academic performance, early childhood children, A systematic review meta-analysis. ‫ٔانًعزفح‬ ‫نهقزاءج‬ ‫انًصزيح‬ ‫انجًعيح‬ ‫نهًعزفح‬ ‫انذٔنيح‬ ‫انجًعيح‬ ‫عضٕ‬ ILA 05 ‫البحث:‬ ‫مستخلص‬ ‫يعذ‬ ‫أيز‬ ‫انسًع‬ ‫ا‬ ‫حيٕي‬ ‫ا‬ ‫ألَّ‬ ، ‫انًثكزج‬ ‫انطفٕنح‬ ‫يزحهح‬ ‫في‬ ‫نألطفال‬ ‫ٔخاصح‬ ، ‫طفم‬ ‫نكم‬ ‫انًُاسة‬ ‫نهًُٕ‬ ‫ذزكز‬ ‫ٔانكالو.‬ ‫انهغح‬ ‫ذًُيح‬ ‫في‬ ‫يساعذ‬ ‫خ‬ ‫انسًعيح‬ ‫انًعانجح‬ ‫اضطزاب‬ ‫ذأثيز‬ ‫عهى‬ ‫انذراساخ‬ ‫يٍ‬ ‫انعذيذ‬ ( ‫انًزكزيح‬ CAPD ‫انرعهيى.‬ ‫جٕاَة‬ ‫يخرهف‬ ‫في‬ ‫انًثكزج‬ ‫انطفٕنح‬ ‫يزحهح‬ ‫في‬ ‫نألطفال‬ ‫األكاديًي‬ ‫األداء‬ ‫عهى‬ ) ‫يٍ‬ ‫يٍ‬ ‫يعإٌَ‬ ‫يا‬ ‫ا‬ ‫كثيزً‬ ‫انًزكزيح‬ ‫انسًعيح‬ ‫انًعانجح‬ ‫تاضطزاب‬ ‫ذشخيصٓى‬ ‫ذى‬ ‫انذيٍ‬ ‫األطفال‬ ‫أٌ‬ ‫انًعزٔف‬ ‫نغٕيح‬ ‫اضطزاتاخ‬ ‫ٔانكراتح‬ ‫انرحذز‬ ‫يٓارذي‬ ‫في‬ ‫أٌ‬ ‫يًكٍ‬ . ‫ي‬ ‫ُرج‬ ‫انًزكزيح‬ ‫انسًعيح‬ ‫انًعانجح‬ ‫اضطزاب‬ ‫عٍ‬ ‫ٔا‬ ‫عاطفيح‬ ‫يشاكم‬ ‫يشكالخ‬ ‫ٔكذنك‬ ، ‫جرًاعيح‬ ‫في‬ ، ‫األكاديًي‬ ‫األداء‬ ‫كًا‬ ‫ي‬ ‫أٌ‬ ‫يًكٍ‬ ‫انًثكز‬ ‫انرشخيص‬ ‫ساعذ‬ ‫انسهثيح.‬ ‫اآلثار‬ ‫ذهك‬ ‫عهى‬ ‫انرغهة‬ ‫في‬ ‫كًا‬ ‫األداء‬ ‫عهى‬ ‫انًزكزيح‬ ‫انسًعيح‬ ‫انًعانجح‬ ‫اضطزاب‬ ‫يؤثز‬ ‫أٌ‬ ‫يًكٍ‬ ‫يؤثز‬ ‫ٔقذ‬ ، ‫ٔاالَرثاِ‬ ‫االذصال‬ ‫يجاالخ‬ ‫في‬ ‫انًثكزج‬ ‫انطفٕنح‬ ‫يزحهح‬ ‫في‬ ‫نألطفال‬ ‫األكاديًي‬ ‫ايضا‬ ‫األداء‬ ‫عهى‬ ‫انثاحث‬ ‫تذأ‬ ‫انحياج.‬ ‫يٍ‬ ‫الحق‬ ‫ٔقد‬ ‫في‬ ‫األكاديًي‬ ‫ذأثيز‬ ‫كيفيح‬ ‫حٕل‬ ‫األتحاز‬ ‫يٍ‬ ‫انكثيز‬ ‫إجزاء‬ ‫في‬ ٌٕ ‫ا‬ ‫انًثكزج.‬ ‫انطفٕنح‬ ‫ألطفال‬ ‫األكاديًي‬ ‫األداء‬ ‫عهى‬ ‫انًزكزيح‬ ‫انسًعيح‬ ‫انًعانجح‬ ‫اضطزاب‬ ‫ْذِ‬ ‫يٍ‬ ‫نٓذف‬ ‫يٍ‬ ‫انرحقيق‬ ْٕ ‫انٕرقح‬ ‫ن‬ ‫األكاديًي‬ ‫األداء‬ ‫عهى‬ ‫انًزكزيح‬ ‫انسًعيح‬ ‫انًعانجح‬ ‫اضطزاب‬ ‫آثار‬ ‫أل‬ ‫طفال‬ ‫في‬ ‫يزحهح‬ ً ‫تُاء‬ ‫انًثكزج‬ ‫انطفٕنح‬ ‫يزاجعح‬ ‫عهى‬ ‫انساتقح‬ ‫انذراساخ‬ . ‫كًا‬ ‫ذٓذف‬ ‫انٕرقح‬ ‫ْذِ‬ ‫عهى‬ ‫انضٕء‬ ‫إنقاء‬ ‫إنى‬ ‫ذظٓز‬ ‫ٔاألطفال.‬ ‫انًعهًٌٕ‬ ‫يٕاجٓٓا‬ ‫أٌ‬ ‫يًكٍ‬ ‫انري‬ ‫ٔانرحذياخ‬ ‫انًزكزيح‬ ‫انسًعيح‬ ‫انًعانجح‬ ‫اضطزاب‬ ‫ذأثيز‬ ‫نألط‬ ‫األكاديًي‬ ‫األداء‬ ‫عهى‬ ‫سهثيح‬ ‫آثار‬ ‫نّ‬ ‫انًزكزيح‬ ‫انسًعيح‬ ‫انًعانجح‬ ‫اضطزاب‬ ‫أٌ‬ ‫انٕرقح‬ ‫ْذِ‬ ‫َرائج‬ ‫في‬ ‫فال‬ ‫انًثكزج‬ ‫انطفٕنح‬ ‫يزحهح‬ ‫انًُاسثح‬ ‫انثزايج‬ ‫اسرخذيد‬ ‫حال‬ ‫ذذاركٓا‬ ‫يرى‬ ‫اٌ‬ ‫يًكٍ‬ ‫ٔانري‬ ‫يثكزج.‬ ‫يزاحم‬ ‫في‬
doi:10.21608/mrk.2021.175446 fatcat:uoom6nqjjbc2fn3sglznehse5i