Background and Aim: Learning disability is a term referes to a group of disorders manifesting listening, reading, writing, or mathematical problems. These children mostly have attention difficulties in classroom that leads to many learning problems. In this study we aimed to compare the auditory attention of 7 to 9 year old children with learning disability to non- learning disability age matched normal group.
Methods: Twenty seven male 7 to 9 year old students with learning disability and 27 age and sex matched normal conrols were selected with unprobable simple sampling. 27 In order to evaluate auditory selective and divided attention, Farsi versions of speech in noise and dichotic digit test were used respectively.
Results: Comparison of mean scores of Farsi versions of speech in noise in both ears of 7 and 8 year-old students in two groups indicated no significant difference (p>0.05) Mean scores of 9 year old controls was significant more than those of the cases only in the right ear (p=0.033). However, no significant difference was observed between mean scores of dichotic digit test assessing the right ear of 9 year-old learning disability and non learning disability students (p>0.05). Moreover, mean scores of 7 and 8 year- old students with learning disability was less than those of their normal peers in the left ear (p>0.05).
Conclusion: Selective auditory attention is not affected in the optimal signal to noise ratio, while divided attention seems to be affected by maturity delay of auditory system or central auditory system disorders.

Background and Aim: Although double dichotic digit test is a useful tool for assessing the central auditory system in adults, it is more useful for evaluating younger children. The present study aimed to develop the Persian version of the single dichotic digit test and to obtain initial normative data.

Methods: The Persian version of the present test consisted of three different sets of 25 single digit pairs for testing in the free recall, directed recall to right, and directed recall to left conditions. The digits in each list were recorded dichotically on a compact disc. The sectional study was performed on 126 male students, aged between 7 and 9. The test-retest reliability was assessed in 29 subjects two to four weeks after the first test session.

Results: In seven year olds, the mean right and left ear scores increased from around 95.79% and 89.69%, respectively. In eight year olds, the mean right and left ear scores increased from around 98.59% and 96.29%, respectively. The mean right ear advantage decreased from around 6.13% in 7 year olds to around 2% in 8 year olds (p=0.001). No significant difference was found in scores between the free recall and directed recall conditions (p>0.05). The test had a high test-retest reliability (p>0.05).

Conclusion: The Persian version of the test has a high test-retest reliability for evaluating male children aged between 7 and 9 it can be used for assessing binaural integration in male children of this age group.