Pediatric reports · 2026
Effects of White Noise on Academic Skills in Children with ADHD and Specific Learning Disorders: New Perspectives for Personalised Rehabilitation and Educational Intervention.
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Cavalieri Elena, Cascio Emilia, Iannone Giada, Angelini Loredana, Dell'Isola Giovanni Battista, Maura Claudio, Torcisi Raimondo Stefano Maria, Macchione Elisa, Lucibello Simona, Verrotti Alberto, Vigevano Federico
Аннотация
BACKGROUND/OBJECTIVES: This study examined whether exposure to white noise improves reading and writing performance in children with Specific Learning Disorder (SLD), with and without comorbid Attention-Deficit/Hyperactivity Disorder (ADHD).
METHODS: Thirty children aged 8-13 years (mean age = 9.4) with SLD, 12 of whom also had ADHD, were recruited from the Centro di Riabilitazione San Raffaele Pisana (Rome). Each child completed two standardized reading and writing assessments, four weeks apart, under two auditory conditions (with vs. without white noise) in randomized order. The primary outcomes were reading speed and accuracy, while the secondary outcome was writing accuracy.
RESULTS: Among the 26 completers, white noise significantly improved nonword reading speed and accuracy, showed a trend toward improved passage-reading accuracy, and reduced accuracy in nonword writing. Benefits were different in children with SLD + ADHD compared to those with SLD only.
CONCLUSIONS: These findings indicate task-specific effects of white noise and suggest potential applications for targeted educational interventions.
METHODS: Thirty children aged 8-13 years (mean age = 9.4) with SLD, 12 of whom also had ADHD, were recruited from the Centro di Riabilitazione San Raffaele Pisana (Rome). Each child completed two standardized reading and writing assessments, four weeks apart, under two auditory conditions (with vs. without white noise) in randomized order. The primary outcomes were reading speed and accuracy, while the secondary outcome was writing accuracy.
RESULTS: Among the 26 completers, white noise significantly improved nonword reading speed and accuracy, showed a trend toward improved passage-reading accuracy, and reduced accuracy in nonword writing. Benefits were different in children with SLD + ADHD compared to those with SLD only.
CONCLUSIONS: These findings indicate task-specific effects of white noise and suggest potential applications for targeted educational interventions.