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No-Glamour® Auditory Processing Cards
Ages: 6-11   Grades: 1-6

These cards target the auditory skills your students need for classroom listening, reading, writing, and thinking tasks.  Students practice listening for specific objectives and formulating appropriate responses to questions.


  • Improve reception and encoding of language
  • Respond appropriately to classroom and everyday questions
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Each card is illustrated on the front with three to six stimulus items and suggested responses on the back.  Tasks are organized by order of complexity within each section.  The 200 cards target 10 auditory processing skills:

Auditory Reception
Students answer yes/no, true/false, and basic knowledge and reasoning questions.

Three items in the same general category are pictured on each card.  Students listen to clues and identify the target item.

Phonological Awareness
Students discriminate rhymes, generate rhyming words, identify the number of words in sentences, segment or form compound words, identify beginning and ending sounds, name words that start or end with a given sound, and delete syllables from words to form new words. 

Students  listen to, retain, and repeat specific parts of what they hear to answer questions about details in pictures.

Main Idea
Students name the main idea of a list of details and tell the main idea of a message.

Following Directions

Students differentiate informative sentences from directions.  They learn to listen for specific pieces of information such as who, what, when, where, why, or how.  They identify ambiguities in directions and learn to ask for more information.

Students listen to a story, then choose a title for the story, and answer questions about it.

Students listen to and process information and questions that contain negative markers (e.g., not, doesn't, isn't, can't).

Problem Solving
Students listen to a passage carefully in order to identify problems, predict their probable causes, and suggest appropriate solutions.

Students listen carefully to what they hear and identify errors and what doesn't make sense.


Copyright © 2002

200 4" x 6" double-sided, coated, picture/stimuli cards; 10 instruction cards
  • 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 (Gilliam, 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).
  • 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 Cards 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 July 28, 2010, from

National Institute on Deafness and Other Communication Disorders (NIDCD). (2001). Auditory processing disorder in children: What does it mean? Retrieved July 28, 2010, from


Carolyn LoGiudice


Carolyn LoGiudice, M.A., CCC-SLP, wrote and edited products and tests for LinguiSystems for 25 years, incorporating her previous experience as an SLP in school and clinic settings.  She is now retired and savoring time with her family, friends, and hobbies.


Students who have difficulty processing what they hear need as much practice as possible in listening for specific objectives.  They also need practice in retaining what they hear well enough to think about it and respond appropriately to typical classroom and everyday questions.  The 200 cards in this set will help such students sharpen their skills for listening and processing information effectively, as well as formulating appropriate responses to questions.  This material is also recommended for students with ADD/ADHD, Asperger's Syndrome, NLD, LD, and delayed language development.

Ten specific types of exercises are featured in this card set.  The exercises and the cards within each section are sequenced by order of complexity.

  • Present a picture and have the student look at it carefully.  Then read the card stimuli, allowing time for the student to respond.  Present some or all of the stimuli, depending on the student's abilities and your instruction goal.
  • Common responses are given for most questions.  "Answers will vary" indicates that a variety of responses could be appropriate.  Use your best judgment in accepting other answers as correct.
  • Tell the student what style of response you expect (single word/phrase, whole sentence, etc.).  Give a model, if necessary. 
  • If appropriate, ask the student to take notes to help remember stimuli.
  • Repeat stimuli as necessary for a student to respond appropriately, but work to decrease the need for such repetition.  Also encourage the student to specify what he needs repeated vs. what he heard and understood.