When we refer to auditory processing, we are talking about a child’s ability to handle auditory input (speech, for example, is auditory input). So, if a child has an auditory processing problem, it means that to some degree the child has difficulty somewhere along the line with information processing. This child is likely to have poor phonological awareness skills, which simply means that he has trouble manipulating, blending, and segmenting sounds, skills required in reading development and comprehension tasks.
Children who have auditory processing problems differ in their abilities
to learn. For some children, the problem is apparent at an early age because
the child’s learning problem is so severe. Most kids with more severe
processing problems are picked up earlier because their problems are more
obvious. Typical language profile for this child may include delayed language
skills, answering questions incorrectly, (for example, a parent holds up a
magic marker and asks the child “what color is this?”, and the
child responds with “a marker”.
Children with processing difficulties that are less obvious are typically
children who don’t get recognizing as having any problem until they
are slightly older. These children often have difficulty learning to read
and may have problems with attention. Another characteristic of these children
is that they tend to ask a lot of questions rather than providing answers
which is a way to deflect from the fact that they aren’t sure what was
asked of them.
Children with auditory processing problems can benefit from the following programs at National Speech:
• ThinkRx and ReadRx (LearningRx Programs)
• Individual Language Therapy