![]() This is often the case with those who have been diagnosed with auditory processing disorders. The issue often isn’t that the child is unwilling to learn, it is because the wrong approach is being used to try to help. Sometimes even with tutoring and support a student doesn’t seem to be able to master the basic skills of reading, comprehension and spelling. Maths and sequence – poor mental maths, difficulty following maths rules, challenge to learn sequence of numbers, word problems in maths are difficult.Each child learns at his own pace, but some have more difficulty than others comprehending what they are reading.Spelling– words are not spelt phonetically, spellings are different each day as they cannot store the mental image of the word.Reading and Writing– they will say letters that are not in the word, behind peers in reading grade levels, struggles to learn letters and sounds and therefore have poor reading fluency, poor handwriting.Poor academic performance in the classroom. Difficulties expressing thoughts in an organised manner. ![]() ![]() Difficulty remembering spoken information, difficulties following directions. Memory – poor attention when listening to verbal information, inability to process information and result in low quality work, poor engagement and what appears to be memory issues but is in fact inability to even properly process the information.Delayed language development– due to language difficulties (confuse syllable sequences, problems developing vocabulary and understanding language.Speech and communication – difficulties following a set of instructions, mix up letters in words as they have difficulty hearing differences in sounds, mumbling and not using words, frequently asking for repetition.Trouble filling in missing auditory information. ![]() Prefer to have the television volume loud.
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