Auditory Processing in the Classroom by Routley Catherine;

Author:Routley, Catherine;
Language: eng
Format: epub
Publisher: Austin Macauley Publishers
Published: 2019-04-24T00:00:00+00:00

associated with sound awareness within word structures

Semantic relationships – The ability to recognise the common association between words

Sentence memory – Repetition of sentences increased in length

Content memory – The ability to recall information contained in a brief story immediately and after a delay

Complex sentences – The ability to understand grammatically complex sentences and answer questions about content

J’s scores indicated difficulties in all of the areas apart from sentence memory, which involves immediate repetition of simple sentences. She could accurately repeat sentences containing up to ten words, ‘The boy in the park ran up the hill quickly.’

ACE, Assessment of Comprehension and Expression 6–11, provides a comprehensive assessment of language and identifies areas which require further intervention. This highlighted problem with understanding complex and embedded sentences, inference, vocabulary, semantic decisions.

From the foregoing, J’s problems were identified as having difficulty with auditory processing across a wide area. The different types of APD have been referred to in an earlier chapter and, in this case, the dominant areas to remediate are those categorised as auditory decoding and auditory association. Practically, this would entail practise in:

Vocabulary

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