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The Central Auditory Processing Kit
Ages: 6-14   Grades: 1-9

Simplify the multiple aspects of remediating central auditory processing disorders with this expansive hierarchy of ready-to-use exercises.


  • Improve auditory-visual memory; auditory-sequential memory; auditory discrimination, closure, and synthesis; and auditory figure-ground, cohesion, and binaural integration skills
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This three-book program targets central auditory processing disorders with a bottom-up approach.  Discrete skills are developed at levels of increasing complexity.  The lesson formats vary according to the targeted skill.  Most of the lessons are ready-to-use.  Copy the student activity pages or print them from the FREE CD.    

Book 1

  • Visual-auditory memory—visualize and pay attention to details; includes full-color cards for use in barrier activities   
  • Auditory-sequential memory—immediate vs. delayed recall, following directions, matching rhythms

Book 2

  • Auditory discrimination—discriminate sounds in words and sentences, voiced/voiceless sounds in words, and the position of sounds in words
  • Auditory closure exercises in four areas—identify missing words, missing syllables, and missing phonemes; use context to derive word meaning
  • Auditory synthesis exercises—identify the number of syllables and initial sounds in words, combine sounds segments into words, build speech-to-print associations

Book 3

  • Auditory figure-ground exercises—follow directions, complete seatwork, maintain conversations, and follow lectures in varying levels of noise
  • Auditory cohesion exercises—identify key words in messages
  • Auditory binaural integration exercises—sing familiar songs, draw to directions, and work with opposites
  • Maximize gains with compensatory strategies and environmental management

Copyright © 1999


3 180-page books plus a CD of reproducible pages; 15 illustrated, coated, cards; plastic carrying bag

  • 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).
  • Intervention for processing needs to emphasize connecting new information with previously learned knowledge (Gillam, Hoffman, Marler, & Wynn-Dancy, 2002).
  • Children with auditory processing difficulty 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).
  • Auditory processing pertains to listening for information and comprehending along with using for specific purposes.  The following research highlights the importance of listening and processing auditory information.  Effective listening strategies include (NCLRC, 2004):
    - listening for details and main ideas
    - summarizing
    - predicting
    - recognizing cognates
    - drawing inferences
    - recognizing word-order patterns

The Central Auditory Processing Kit 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.

National Capital Language Resource Center (NCLRC). (2004). Strategies for developing listening skills. Retrieved December 15, 2009, from

National Institute on Deafness and Other Communication Disorders (NIDCD). (2001). Auditory processing disorder in children: What does it mean? Retrieved December 15, 2009, from


Mary Ann Mokhemar


Mary Ann Mokhemar, MS, CCC-SLP, earned master's degrees in both speech pathology and audiology from the University of Michigan in 1973.  Later, she received an Ed.S. from the University of Georgia, with a major emphasis in speech pathology and reading disability.  Mary Ann's intense interest in central auditory processing issues began ten years ago and continues today.  She has provided remediation services in public and private schools, hospitals, and rehabilitation centers.  She has also supervised student clinicians at a university clinic, and she maintains a private practice in addition to working in the public schools in Buford, Georgia.

In her spare time, Mary Ann enjoys running and biking to prepare for Atlanta's annual 6K Peachtree Road Race, run each July 4th.  She also drives her husband crazy by constantly revising recipes he loves, in a never-ending effort to create something even better!

The Central Auditory Processing Kit is Mary Ann's first publication with LinguiSystems.


Processing.  Language Processing.  Auditory Processing.  These words and phrases seem to dominate what we hear and read, from parent magazines to professional catalog offerings to child-study team discussions.  The speech-language pathologist often plays a critical role in gathering relevant information and evaluating it to present a clear, accurate picture of a student with central auditory processing deficits (CAPD).  The professional gathers information from across the environments of home and school and then carefully analyzes the information to prepare a prescriptive response.  The following list specifies what the speech-language pathologist needs to consider and accomplish in conducting such an evaluation:

  • Understand and describe the student's behaviors, both at home and at school.
  • Understand relevant speech, language, and listening skill areas and how they affect academic performance and everyday interactions.
  • Know which formal tests to use to delineate areas of weakness within speech and language functioning.
  • Understand the tests used in audiological testing and their implications in preparing the prescriptive response.
  • Understand the role of the medical doctor in attempting to rule out attention deficit hyperactivity or hypoactivity disorders.
  • Understand the role of the learning disability specialist and the tests used in attempting to rule out a learning disability.
  • Examine language arts-related performances within the student's classroom or classrooms, including observations of behaviors, grades on report cards and projects, test scores for formalized tests such as Cogats and ITBS, and patterns of errors.

The corresponding units of the three books in this program provide specific training exercises to improve each of these auditory skill areas:

  • memory
  • discrimination
  • closure
  • synthesis
  • figure-ground
  • cohesion
  • binaural integration