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
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:
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.
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.
Students name the main idea of a list of details and tell the main idea of a message.
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).
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
- 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 www.nclrc.org/essentials/listening/stratlisten.htm
National Institute on Deafness and Other Communication Disorders (NIDCD). (2001). Auditory processing disorder in children: What does it mean? Retrieved July 28, 2010, from www.nidcd.nih.gov/staticresources/health/healthyhearing/tools/pdf/AudiProcDis.pdf