Children with Verbal Auditory Agnosia. Pure Word Deafness. What is Verbal Auditory Agnosia?. Verbal auditory agnosia which is also called pure word deafness, is an acquired communication disorder where an individual is unable to comprehend spoken language, or repeat words. However, such
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Pure Word Deafness
Verbal auditory agnosia which is also called pure word
deafness, is an acquired communication disorder where
an individual is unable to comprehend spoken
language, or repeat words. However, such
individuals exhibit normal hearing and have
spontaneous speech. This disorder is unlike
aphasia because reading and writing capabilities are
not affected. In some cases, individuals are not able to
comprehend nonverbal sounds as well.
(Heron, Macfarlane, and Papathanasiou, 1998)
(Van Slyke, 2002) & (Heron et al., 1998)
~The child is unresponsive to speech so they appear to be deaf. To the
child, speech is perceived as if someone was literally saying (“blah blah blah”)
~This deficit impairs speech and language from being processed. This in turn
impairs learning because the child can not discriminate speech sounds. This can
also create difficulty for the child to express his or her wants and needs.
~Difficulty processing language causes the child to have problems with word
finding as well.How Verbal Auditory Agnosia Affects Communication
(Heron et al., 1998) & (Chapman et al.,1998)
~ Some children have an echoing effect in their perception of speech. This interferes with the further speech that follows. The echo can occur in the form of speech, sounds, words, or whole sentences. The echo can last as long as 10 minutes.
~ Some children may have “a high-pitch voice with abnormal inflection similar to that of children who are deaf ”(Chapman, McCathren, & Stomont, 1998, p. 40).
~Articulation problems can also form
(Chapman et al., 1998) &(Van Slyke, 2002)
~ sign language ~ facial expressions
~ reading ~ pictures
~ writing ~ sound discrimination
expressive forms of language.
(Braem, Metz-Lutz, Morel, Perez, Prelaz, & Rickli, 2001)
(Chapman et al. 1998)