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No-Glamour® Auditory Processing
Ages: 5-11   Grades: K-6

Address an expansive range of fourteen specific listening skills with one huge book!  Students refine the listening skills necessary for success in the classroom and build language skills that are integral to listening perceptions and comprehension.


  • Learn to listen and respond, listen and paraphrase, problem solve, and remember details


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*The CD contains the complete book.  All pages are printable.
** This is a Cloud E-Book that is accessible from any device with Internet access. .

Tasks within each section are arranged in a hierarchy of difficulty.  Each section has 15 to 25 pages of activities.  There are a variety of learning formats in the task items.  Use the tasks for direct instruction, take-home practice, large group listening practice, and teaching English Language Learners.

Units in the book are:

  • Auditory Reception
  • Phonological Awareness
  • Absurd Sentences
  • Absurd Paragraphs
  • Problem Solving
  • Riddles
  • Following Directions
  • Exclusion
  • Details
  • Main Idea
  • News Comprehension
  • Radio/TV Information
  • Everyday Messages
  • Story Comprehension

Copyright © 1998

296 pages

I have been purchasing materials from LinguiSystems for years now, and they've never let me down!  The materials are high quality and very functional.  No-Glamour for Auditory Processing is so helpful for children with auditory memory deficits, helping them to improve their listening skills and remember directions and details.  The book covers many skill levels with many fun and interesting activities for each level!

Kathleen Anne Smith, SLP
Urbana, OH

  • Children create mental representations of semantic information, forming complex association networks among different bits of knowledge.  Children with difficulty in processing form fewer associations than peers (Gillam, Hoffman, Marler, & Wynn-Dancy, 2002).
  • Individuals with processing difficulties typically have normal hearing and intelligence, but they are observed to have difficulty attending to and remembering auditory information, have problems following multi-step directions, have poor listening skills, and have low academic performance in multiple subject areas (NIDCD, 2001).
  • Cognitive training has been used to remediate auditory deficits by teaching children to actively self-regulate and monitor message comprehension skills and to develop problem-solving strategies.  Cognitive therapy may include language training, vocabulary development, and the teaching of organizational skills (Keith, 1999).
  • Auditory processing pertains to listening for and comprehending information along with using it for specific purposes.  This publication highlights the importance of listening and processing auditory information.  Effective listening strategies include listening for details and main ideas, summarizing, predicting, recognizing cognates, drawing inferences, and recognizing word-order patterns (NCLRC, 2004).

No Glamour Auditory Processing incorporates these principles and is also based on expert professional practice.


Gillam, R., Hoffman, L., Marler, J., & Wynn-Dancy, M. (2002). Sensitivity to increased demands: Contributions from data-driven and conceptually driven information processing deficits. Topics in Language Disorders, 22(3), 30-48.

Keith, R.W. (1999). Clinical issues in central auditory processing disorders. Language, Speech, and Hearing Services in Schools, 30(4), 339-344.

National Capital Language Resource Center (NCLRC). (2004). Strategies for developing listening skills. Retrieved February 8, 2010, from

National Institute on Deafness and Other Communication Disorders (NIDCD). (2001). Auditory processing disorder in children: What does it mean? Retrieved February 8, 2010, from




A spirited group of writers from LinguiSystems collaborated on No-Glamour Auditory Processing.  Together they have many years of experience educating and working with both the young and the old to improve their listening and general language processing skills.  In true LinguiSystems style, these authors also make it a priority to have fun with life and our language and hope that this philosophy is reflected throughout these pages.



Although No-Glamour Auditory Processing isn't glamorous, it's far from dull!  We've written each and every page knowing that students (and teachers!) like to have fun.  No-Glamour Auditory Processing gives students the opportunity to hone their listening skills at many levels while practicing other language skills which are integral to listening perceptions and comprehension.

For each of the 14 sections, you'll get 15 to 25 pages of activities.  These range from listening and responding to listening and paraphrasing, problem solving, and remembering details.  Throughout each section you'll get a hierarchy of stimuli from easiest to most difficult.  You'll also get a nice variety of ways your students respond to what they hear.  However you use No-Glamour Auditory Processing, your students will find each activity intriguing and involving.

Besides using the activities in direct instruct, try No-Glamour Auditory Processing for:

  • 10-minute take home assignments
  • general classroom listening improvement
  • parent-student instruction (sent home with the student to improve student AND parent listening skills)
  • teaching English as a second language
  • peer teaching
  • student mentor teaching with a younger, language delayed student
  • portfolio entries

Finally, we hope you find No-Glamour Auditory Processing comprehensive.  This chock-full-of-stuff book was a great team effort so we could bring you enough auditory processing activities for years to come.  Go ahead, use it like you would the Yellow Pages . . . over and over again until it's all worn out.

Carolyn, Paul, Lauri, Barb, Karen, Rosemary, Linda, Kelly, Nancy