Results indicated that children in the SLI group exhibited significantly lower scores on auditory indices and subtests relative to the control group. Riccio and team (2007) compared the learning and memory in children with Specific Language Impairment (SLI) to 30 normally functioning children on the Children’s Memory Scale. Students with auditory memory deficiencies will often experience difficulty developing a good understanding of words, remembering terms and information that have been presented orally, for example, in history and science classes.Ī study by Tirosh and Cohen (1998) found that auditory short-term memory was significantly related to ADHD and language problems. Afterward, they can recall only a small amount or none of what was said. Because children with auditory memory weaknesses pick up only bits and pieces of what is being said in class, they make sense of only a little of what is said by the teacher. If a child struggles with auditory memory, they may find it difficult to follow instructions and pay attention. But for children with poor auditory memory, this statement is pretty close to the truth, and this weakness can have serious consequences in the realm of learning. The frustration of talking to children where information goes “in one ear and out the other” is familiar to teachers and parents. Basically, it involves the skills of attending, listening, processing, storing, and recalling.
What is auditory memory?Īuditory memory involves being able to take in information that is presented orally, process that information, store it in one’s mind and then recall what one has heard. Although the word memory may conjure up an image of a singular, “all-or-none” process, it is clear that there are many kinds of memory, each of which may be somewhat independent of the others.
Memory is the process by which knowledge is encoded, stored, and later retrieved.
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