“What do I need to attend to? What do I need to filter out?” “It’s like a filtering problem,” Cortese adds. In a classroom, a child who is weak in this figure-to-ground discrimination might have trouble being able to focus on what the teacher is saying rather than other sounds in the classroom. Figure-to-Ground Discrimination: This is the ability to differentiate important sounds from background noise, to follow verbal instructions or pick out one voice from the auditory clutter.For a lot of them, Cortese explains, that’s because they’re tuning in only to the beginning of the word, not the end. Experts call this “syllable attenuation,” and it’s something kids often do when they’re learning languages but these kids continue to do it after most have begun to speak accurately.Kids with processing difficulties also have trouble rhyming, because their brain are not detecting that these are words that sound the same. When they’re speaking, they may mix up similar sounds because they don’t perceive the difference-say befs instead of best-and drop syllables out of words. “They’re not detecting the subtle differences in sounds.” They may also find it harder to learn to read and to express themselves clearly. A lot of times, kids with auditory processing difficulties might miss information or misunderstand what you say because they mishear words,” says Cortese. This is crucial in being able tell similar but different words apart, like bat and pat, or seventy and seventeen. Auditory Discrimination: This is the ability to notice and distinguish between distinct and separate sounds.There are four basic skills involved in auditory processing, and kids who have these problems may be weak in one or more of them. But they have glitches when the brain is not assigning meaning-or the right meaning-to that signal.” It’s attending to the auditory information. From testing we know that their ear is hearing the signal. They seem to just kind of miss things in conversations. “The kids we see are having difficulty following directions,” explains Rachel Cortese, a speech-language pathologist. They have normal hearing, but for some reason they are weak in basic skills for decoding language that most kids develop naturally. These children have a condition called auditory processing disorder. They have trouble learning to read and expressing themselves clearly because they confuse the sounds of different words. Even though there’s nothing wrong with their hearing, they have trouble registering-or registering correctly-what people are saying, and remembering what they hear. Some young children seem to find it unusually difficult to take in information verbally. Kids in this second group may outgrow their auditory processing challenges as they get older. Others have normal language skills overall and only struggle with language that they hear aloud. They struggle with language in lots of different ways. Some children with auditory processing disorder have a language disorder as well. They might hear “84” and think “48,” for example. Understanding and remembering the order of sounds.Children with this kind of weakness often have a hard time remembering nursery rhymes or song lyrics that other kids remember easily.

Kids may have a hard time listening to the teacher instead of background noise in a classroom. For example, instead of hearing the word “bat,” they may hear the word “pat.”

Hearing the differences between sounds.

Kids with auditory processing disorder struggle with one or more of these skills: There are four basic skills involved in auditory processing. Kids with auditory processing disorder tend to miss information in conversations, and they often ask people to repeat things or struggle to follow spoken directions. The issue is that their brains have trouble making sense of what’s said to them. There’s nothing wrong with their hearing.

Children with auditory processing disorder have a hard time registering and remembering what they hear.

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