Background and Aim: Dyslexia is the most common learning disability. One of the main factors have role in this disability is auditory perception imperfection that cause a lot of problems in education. We aimed to study the effect of auditory perception training on reading performance of female students with dyslexia at the third grade of elementary school.

Methods: Thirty-eight female students at the third grade of elementary schools of Khomeinishahr City, Iran, were selected by multistage cluster random sampling of them, 20 students which were diagnosed dyslexic by Reading test and Wechsler test, devided randomly to two equal groups of experimental and control. For experimental group, during ten 45-minute sessions, auditory perception training were conducted, but no intervention was done for control group. An participants were re-assessed by Reading test after the intervention (pre- and post- test method). Data were analyed by covariance test.

Results: The effect of auditory perception training on reading performance (81%) was significant (p<0.0001) for all subtests execpt the separate compound word test.

Conclusion: Findings of our study confirm the hypothesis that auditory perception training effects on students' functional reading. So, auditory perception training seems to be necessary for the students with dyslexia.

Background and Aim: Clinicians and researchers always need standard measures for the evaluation of auditory perception and speech production in deaf children, particularly those with cochlear implants. This study addresses the reliability and validity of the Persian version of categorization of auditory performance (CAP) scale and speech intelligibility rating (SIR) in cochlear-implanted prelingual deaf children.

Methods: A total of 92 cochlear-implanted deaf children aged 1.3-15.7 years participated in the study. Test-retest reliability, inter-rater reliability, and criterion and construct validity of the scales were investigated.

Results: The obtained test-retest reliability for categorization of the auditory performance scale and speech intelligibility rating was 0.82 and 0.99 (p<0.01), respectively, whereas the suggested inter-rater reliability based on average Cohen’s kappa coefficient was 0.73 and 0.70 for the two scales (p<0.01), which appear acceptable. The concurrent validity of the scales was 0.64 and 0.69 (p<0.01). The construct validity for categorization of the auditory performance scale ranged between 0.58 and 0.74 (p<0.01), whereas the same feature for the speech intelligibility rating indicated a range between 0.66 and 0.69 (p<0.01).

Conclusion: The findings of this investigation indicated that both CAPII and SIR scales are reliable and valid instruments for the assessment of auditory perception and speech production of cochlear-implant deaf children.