Auditory Processes (Paperback)

by Pamela Gillet (Author)

Product Details

• Paperback: 120 pages
• Publisher: High Noon Books; Rev Sub edition (January 1993)
• Language: English
• ISBN-10: 0878790942
• ISBN-13: 978-0878790944
• Product Dimensions: 8.8 x 5.9 x 0.4 inches
• Shipping Weight: 4.8 ounces (View shipping rates and policies)
• Average Customer Review: 5.0 out of 5 stars See all reviews (2 customer reviews)
• Amazon.com Sales Rank: #1,105,252 in Books (See Bestsellers in Books)

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Customer Reviews

Most Helpful Customer Reviews

28 of 34 people found the following review helpful:

5.0 out of 5 stars practical help for auditory deficits, May 3, 1999

By	[e-mail] (Boston, Ma) - See all my reviews

I found the book to be clear, and well organized. It offered solid explanations in a readable form, and a wealth of practical information on remediating auditory deficits. The information was organizied by the subtype of deficit, i.e. auditory attention or comprehension, and offered a large number concrete exercises and practical suggestions to help address the difficulties seen.

5.0 out of 5 stars Auditory Processes, April 25, 2007

By	cortezhill (San Diego, CA) - See all my reviews (TOP 1000 REVIEWER)

This review is from: Auditory Processes (Paperback)

Auditory skills include the ability to attend to various sounds, to remember them, to be aware of the direction from which the sound originates, to repeat the sound, to be aware of sounds in the enviroment, to be aware of rhythmic patterns, to isolate a sound from a variety of different sounds, and to distinguish embedded sounds from background noises, to draw meaning from verbal stimuli, to fuse the sounds coming into two ears into one unified impression.

The auditory modality is of prime importance in the school enviroment, especially in reading, language comprehension and the learning process, i.e., the acquisition and processing of incoming information. The component of the auditory modality encompasses auditory acuity, alertness, discrimination, memory, sequencing, and auditory-verbal ability to relate sound-symbol relationships. In the school situation, as well as the everyday world, the child must respond to auditory stimuli, organize them, and understand their meaning....

How the child receives, organizes, and uses aqll the auditory stimulations in his enviroment will directly influence the level of language and learning he can attain. This is why remediation activities in the auditory processing area are so important. Specific activities need to be included in the curriculum for the development of auditory processes. Training children in the auditory processes helps them to learn to listen carefully to directions, auditory cues, and details of sounds. The auditory attention span may also be lengthened....

The suggestions following were combined from a variety of sources; others are original. They may be used by special education teachers as well as regular classroom teachers who have children with auditory disorders in their classrooms. These activities may be performed by the entire class, in small groups, or individually.
--- excepts from book's Introduction