When Students Don’t “Get It”: Is it Auditory Processing Speed, Listening Comprehension, or Slow Retrieval?

Students who are unable to keep up with orally presented information are often experiencing problems with auditory processing speed. This may be manifested by difficulties simultanenously listening and taking notes, not remembering multi-step directions, needing information to be repeated, and, at times, asking questions or making comments that may have nothing to do with what is being discussed or presented. They often present with a “deer-in-the-headlight” look. That is, information is passing them by much more quickly than they can process it.

Sometimes slow auditory processing speed is accompanied by deficits in listening comprehension or receptive language so that they are unable to comprehend what is being discussed. This kind of problem is often due to a weakness in the amount of vocabulary and overall language that has been acquired so that students actually do not understand the language itself. Weak vocabulary is a common consequence with students who have difficulty reading or do not like to read, diminishing the amount of vocabulary they have encoded.

Another variation are students who may have acquired an adequate store of language, but have very slow retrieval speed. Consequently, they cannot recall vocabulary definitions or verbiage quickly enough from long term memory to process orally presented information efficiently.

The best way to understand which of the above (or what combination of processing deficits) are implicated is to conduct a comprehensive neuropsychological evaluation. This type of evaluation can differentiate between problems with auditory processing speed, receptive language deficits, and slow retrieval of information from long term memory. Once the problem is understood, accommodations and instructional strategies can be prescribed.

Some possible accommodations and instructional strategies for slow auditory processing speed are to slow down the presentation of information and/or present it in smaller segments. This may be accompanied by the use of visuals like graphic organizers to use a multi-sensory approach. Notes can be supplied and a smart pen may be used to capture information that may be transcribed to a computer.  Having students repeat information to make sure they “got it” can also help as well as giving directions in short, concise statements without adding any excessive language to process. Using a cloze procedure may also help to jog long term memory.

Listening comprehension problems have to do with understanding language and in some cases supports may be added to build vocabulary and apply it in oral and written expression.

It is most important not give students with these deficits the feeling that they are not smart. Teachers and parents need to regulate their emotional responses when their students do not get it or make responses that are out of context. This is hurtful and damaging. Instead, consider investigating the source of these types of responses with an open mind without rushing to judgment. There are always strategies to help.

The Importance of Differentiating Instruction for Success

Differentiating instruction may be the key to academic success for many students whether they are classified or in the mainstream. The principle behind differentiation is simple: different students process information and learn in different ways and it is important that teachers adapt the content, process or format to match the varying learning styles of their students. For example, some may be visual learners while others do best when material is presented in a verbal format. However, in the fast-paced, curriculum driven atmosphere of education today, there often exists a one size fits all way of presenting instruction and instructional materials. In addition, while lip service is often given to the importance of differentiating, many teachers have not received sufficient training to adequately adapt to the differences in the student body. Moreover, some consider differentiation something you do only for special education students. What about the differences in the wider population of general education students in the mainstream?

Differentiating begins by teachers assessing what each student actually knows about a particular content area. Next, it is of equal of even greater importance to understand how students process information. The example above about verbal vs. visual learners is just one of many different pieces of information that may guide teachers in determining how to present instructional materials. Sometimes the content is varied so that different students have different kinds of tasks to perform within the same academic subject. At other times, the same information is presently differently to different students. Another variable to consider is students’ interests. If teachers know that certain students have specific content area interests or are mobilized by music or movement, then these elements can be built into instruction to capture and maintain students’ motivation.

It is not uncommon for teachers and parents to need to seek out more specialized ways of assessing either student’s depth of acquired knowledge or their individual style of processing information. The most thorough way of accomplishing these tasks is to utilize a comprehensive psycho-educational or neuropsychological evaluation. These types of assessments focus in on measuring students’ knowledge base and information processing skills. Moreover, the results of these evaluations can be directly translated into instructional strategies which teachers and parents can use to give their students the best opportunity for academic success. A good evaluation will provide teachers with information that they may be unable to obtain on their own.