These left-brain areas include not only hearing acuity, but depend upon the activity of the left-brain’s listening processing centers. This includes auditory sequencing, or remembering connected thought phrases, such as spoken sentences.

It is important for the learner to remember teacher’s instructions and oral directions. Older students need to process lecture information, concepts, and learn technical procedures.

Auditory sequencing training also includes phonics and breaking down of syllables, called syllabication. Visual-auditory processing is critical for understanding what is read. Both processes must be in sync; one may be faster than the other, which causes problems.

Types of auditory processing, which can be tested:

1. Auditory Discrimination (different sounds between two similar words)
2. Auditory Closure (hearing the consonants and endings on words)
3. Auditory Sequencing – Sentences (listening)
4. Auditory Memory for Words (remembering a series of unrelated words, i.e. Biology terms)

For reading comprehension, abstract and critical thinking to ensue, auditory-listening ability must coordinate with visual memory. There are several simple standardized cognitive skills tests that you can request to measure deficiencies and strengths in these areas.

Furthermore, there are many accepted online programs that teach improved auditory/listening skills, so your child can function at higher levels in school.

Schrank, F. A. (2006). Specification of the cognitive processes involved in performance on the Woodcock-Johnson III (Assessment Service Bulletin No. 7). Itasca, IL: Riverside Publishing. Woodcock-Johnson Psycho-Educational Battery III, 2001, Chicago: Riverside Pub. (http://www.assess.nelson.com/pdf/asb-7.pdf)