The prevalence of dichotic listening deficits that are associated with language and reading difficulties in children remains poorly understood because assessments occur only in clinical settings. This study examined the prevalence and severity of dichotic listening deficits in typically developing schoolchildren assessed in school-based environments. A total of 1,112 children (473 females) ages 5–16 years with normal peripheral hearing completed the Randomized Dichotic Digits Test and the Dichotic Words Test. Ear scores and interaural asymmetry values were compared with age-based percentile cut-offs derived from nonparametric statistical methods to classify performance as typical, mild, moderate, or severe. Concordant deficit patterns across both tests were used to identify amblyaudia (AMB), dichotic dysaudia (DD), amblyaudia plus (AMB+), or mixed patterns. Across age groups, fewer than 40% of children demonstrated fully typical performance on both dichotic tests. Severe dichotic deficits were identified in 8–19% of children depending on age group, with an additional 8–13% demonstrating moderate deficits. The highest prevalence of severe deficits occurred between ages 7 and 12 years. Dichotic dysaudia emerged as the most common deficit pattern across middle childhood, while amblyaudia and amblyaudia plus occurred in approximately 4–6% of children across age groups. These findings indicate that binaural integration deficits are substantially more common in school-age children than suggested by clinic-based prevalence estimates. Population-level screening using dichotic listening measures may reveal a large group of children with previously unrecognized auditory processing weaknesses linked to listening, language, and literacy difficulties. Early identification paired with evidence-based rehabilitation may provide a practical pathway for addressing these largely overlooked barriers to academic achievement