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Auditory Processing is how we understand what we hear. These skills are essential for developing speaking and comprehension skills and help lay the foundation for reading.
Students interpret sounds as meaningful input through the Auditory Processing skills of discrimination, recognition, and comprehension. With these skills, students learn to understand language and the differences between words with similar sounds.
It is important to remember 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. So, 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.
With this interactive technique, teachers help students become storytellers by listening and questioning.
Adding motions to complement learning activates more cognitive processes for recall and understanding.
In guided inquiry, teachers help students use their own language for constructing knowledge by active listening and questioning.
Spending time with new content helps move concepts and ideas into Long-term Memory.
Practicing until achieving several error-free attempts is critical for retention.
Having space where students can go supports 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 to understand and remember the steps they are to take in their reading work.
Visuals help students recognize relationships within words and sentences to develop reading skills.
Decreasing extra audio input provides a focused learning environment.
Providing ways for students to adjust sound level supports individual auditory needs.
Using earplugs or headphones can increase focus and comfort.
When students explain their thinking process aloud, they recognize the strategies they use and solidify their understanding.
Having students verbally repeat information such as instructions ensures they have heard and supports remembering.
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.
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