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Auditory Processing is what happens when we hear, including how we channel information through our auditory system to locate, distinguish, and understand sounds. This process is essential for developing speaking and comprehension skills, and helps lay the foundation for reading and writing.
Students interpret sounds as meaningful input through the Auditory Processing skills of discrimination, recognition, and comprehension. Students use these skills to distinguish differences between words and similar sounds and to understand language. Auditory Processing is still developing through adolescence and with the increased academic demands at school, remains essential for academic success.
It is important to note that difficulties with Auditory Processing can occur even when there are no Hearing impairments. For example, Auditory Processing challenges can make it hard to store information given verbally. Therefore a student who cannot remember verbal directions might seem to not be paying attention but instead might have Auditory Processing needs.
Daily review strengthens previous learning and can lead to fluent recall of information and application of skills.
Dictation can allow students with transcription difficulties to still participate in the writing process and generate ideas.
During reading, giving students the opportunity to explain their thinking process aloud allows them to recognize the strategies they use, solidify their comprehension, and move knowledge into their Long-term Memory.
Adding gestures and motions to complement learning activates more cognitive processes for recall and understanding, particularly within content area instruction.
During guided inquiry, teachers foster student autonomy by designing lessons centered on meaningful questions in which students locate, analyze, and present relevant information on their own or in small groups.
Opportunities for students to practice skills in context, with teacher support and also independently, helps to move concepts and ideas into Long-term Memory.
Practicing until achieving several error-free attempts is critical for retention.
Having private or semi-private spaces where students can go to support Self-regulation and individual deliberate practice.
By talking through their thinking at each step of a process, teachers can model what learning looks like.
Instruction in multiple formats allows students to activate different cognitive skills and Background Knowledge that are necessary to remember procedural and content information.
Using visual aids, such as pictures, diagrams, and charts, allows for additional processing time and supports learners by breaking down content and skills into more manageable parts.
Decreasing extra audio input provides a focused learning environment.
Teachers can provide individualized support through one-on-one conferences to assess reading comprehension, understanding of content, and spark further interest in reading.
Providing ways for students to adjust sound level supports individual auditory needs.
Using earplugs or headphones can increase focus and comfort.
Having students verbally repeat information such as instructions ensures they have heard the information and supports remembering, particularly for those students who struggle with Attention.
Wait time, or think time, of three or more seconds after posing a question increases how many students volunteer and the length and accuracy of their responses.
Writing conferences allow students to fully immerse, share, reflect, and receive feedback during the writing process, promoting Motivation for continuing the sometimes lengthy revision process that occurs in the upper grades.
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