Enhancing Classroom Auditory Processing SkillS


  • Some students will need to use an FM auditory trainer to enhance the speech-to-noise ratio in large classrooms, classrooms in which students are broken up into smaller groups, and assemblies.  This is also a helpful tool for those students who have delays in articulation skills and those who have difficulty in reading/phonics (due to difficulties in discriminating between similar sounds).
  • Avoid open classroom placements or classrooms that are located near the gymnasium or cafeteria.
  • Provide the student preferential seating.  Generally, seat the child toward the front of the room, with clear visual access to both the teacher and chalkboard area, and with back to the window area.
  • Teach students to use visual information (ex. An outline written on the chalkboard, or photocopied notes presented to the student in advance of a lecture.)  Teach the student to always look at the speaker when he/she is talking.
  • Encourage teachers to gain the younger student’s attention before giving auditory instruction.  Use attention devices such as calling the student’s same, touching the student’s arm, saying, “listen” and “are you ready” before giving assignments.
  • Check the student’s comprehension of auditory information by asking him/her to restate what was just said.
  • Teachers should restate and rephrase important information to provide auditory redundancy.
  • Teach the younger student to wait until instructions are completed before beginning a task.
  • Give the student ample time to think and respond to auditory instructions or questions.
  • Segment complicated directions into parts (using natural, brief pauses), allowing time in between for processing.  (ex.  “Please open your math book….to page 109…and do problems 10-15.”)