information, such as omitting sounds within words. The "stress" may also be caused by the addition of information, such as adding background noise. The "stress" may result from fusion of auditory information, such as presenting part of one word in one ear and part of the word in the other ear, requiring the auditory system to fuse auditory information. A normal auditory processing mechanism is able to handle mild distortions of the speech signal while those with central auditory processing problems are unable to do so. By "stressing" the auditory pathways, information is obtained about the individual's ability to recognize the differences in words, fill in missing parts of words, blend sounds together to form words, understand speech in background noise and remember what is said for following directions and retaining academic concepts presented in the classroom.
In addition to determining whether the child has the necessary auditory skills for learning, the auditory processing test battery also measures the child's ability to use auditory skills for reading and spelling. Tests are given to measure the child's ability to associate sounds with their written symbols, sound out words, analyze the placement of sounds within words and spell words phonetically.
In summary, the auditory processing evaluation consists of a variety of tests that measure whether the child has the necessary auditory skills for learning. The areas of auditory deficits are identified and the effects of these deficits upon reading, spelling, memory and overall learning are determined. Specific recommendations are given for ways the teacher can help the child as well as programs that are commercially available to improve the auditory deficits.