Auditory+Processing


 * __ Auditory Processing __**

· Perceiving and processing sound (not the act of physically hearing) · Components: o Phonological awareness-identifying syllables and patterns o Auditory discrimination-hearing the difference between voiced/unvoiced parts of a word o Auditory memory-remembering what was heard o Auditory sequencing-remembering the order of what was heard o Auditory blending-combine letter sounds to create words
 * __Definition__** (Ciocci, 2002)

**__Common Characteristics of Student with Auditory Processing Difficulties__** · Difficulty with word discrimination (e.g., self of steam vs. self esteem) · Trouble remembering directions given verbally · Struggles with comprehending a story read aloud · Difficulty remembering the order of a story · Does not correctly sequence items (e.g., days of the week, counting, etc.) · Does not understand phonological patterns (e.g., for cat, change the c to b, and get bat) · Phoneme confusion with m/n, p/d/b, f/v, etc.  · Difficultly blending two consonants (e.g., pr/pl, fr/fl, kr/kl, tr/tw, dr/dw) · Struggles with spelling · Particular spelling difficulties with words that have the same sounds but are spelled differently (e.g., leave/freeze/elite) · Difficulty saying unknown words because of trouble with phonetic rules; often guesses · Limited sight vocabulary · Uses word substitutions when reading that do not make sense (e.g., horse for house) · Difficultly taking notes on a lecture · Frequent requests for repetition (e.g., “what?” or “huh?”) · Difficulty paying attention in a noisy environment

**__Classroom Accommodations, Modifications, and Suggestions__** · Seat the student in the front row so they can hear the teacher · Allow the child to use a tape recorder · Give direction in multiple formats (e.g., verbal directions and written on the board or handout) · Check for understanding by having the student repeat directions · Write key words for understanding on the board while speaking · Pause in between statements (e.g., after each step in directions) · Use visual aids during instruction (e.g., overheads, powerpoints, etc.) · Use visual images to represent concepts (e.g., worksheet with a picture of Thomas Jefferson to describe his presidency) · Highlight important information with visual cues (e.g., bold lettering, underlining, boxing) · Take notes in graphic organizers to correctly organize information (e.g., Venn diagram for comparing/contrasting) · Prepare Handouts to go along with Lectures (e.g., fill in the blank worksheets, lecture outlines) · Give the students prepared notes ahead of time so they can read along with the lecture · Provide an environment with minimal distractions (e.g., no fan, seat away from the hallway, clock without a tick, etc.) · Listen to books on tape while reading along the book · Use flashcards to memorize the most common prefixes (e.g., un-, re-)and suffixes (e.g., -s, -ed) · Hang posters around the classroom with prefixes and suffixes and their meaning (e.g., un- means not/opposite) · Use flashcards to increase the number of known sight words · Compile a Error Word Log and drill the challenging words daily · Create storyboards while reading so the order is remembered · Review a story using post-it-notes so the student can rearrange the sequence of a story to the correct order · Complete repeated reading: Teacher reads the passage aloud first while the student follows along. Then the student rereads the section aloud. · Establish a hierarchy process for tackling unknown or difficult words (e.g.,1. Decode 2. Use context clues 3. Break the word into parts and pronounce each part individually 4. Ask for help) · Read words aloud looking a mirror for visual reinforcement · Use magnetic letters to practice exchanging letters and create new words (e.g., using cat, change the c to b, and get bat)

**__References__** *Ciocci, S. R. (2002). Auditory processing disorders: An overview. //ERIC Digest//. Retrieved from http://proquest.com //*School-Wide Strategies for Managing… READING//. Retrieved from http://www.interventioncentral.org Smith, C.R. (1994). Learning Disabilities. //The interaction of learner, task, and setting// (3rd ed.). Boston: Allyn & Bacon. Thomas, A. (2011). //Building Vocabulary through Morphemes: Using Word Parts to Unlock Meaning.// Retrieved from http://www.cdl.org *Great source for parents*