{"collectionById":{"d4a5b68c-8afd-4bbe-a7ac-e9a8422fedde":{"id":"d4a5b68c-8afd-4bbe-a7ac-e9a8422fedde","name":"Blog Articles","fieldSchemas":[{"id":"402ba26f-8f6d-4f5f-bf20-62e6549f4ad4","name":"Slug","type":"slug","role":"slug"},{"id":"1f58afa6-2748-4188-b4a4-f1e54e37eca9","name":"Hero Image","type":"image"},{"id":"3084d9ba-ab55-4e5a-931b-b9db3d09105f","name":"Article Content","type":"rich_text"},{"id":"b7712ee6-f9fd-4781-8c5c-e7e10ce8f81e","name":"Publish Date","type":"date"},{"id":"f2ba59b9-49cc-4ec6-9416-bda99d4c8383","name":"Title","type":"plain_text","role":"primary"},{"id":"fa3ae83b-afa1-443f-925c-ba60dfc8f12e","name":"Category Tag","type":"plain_text"}],"itemById":{"635b4e18-0c9c-4ab7-a4db-9ca462c343f3":{"id":"635b4e18-0c9c-4ab7-a4db-9ca462c343f3","index":"!'Fl","collectionId":"d4a5b68c-8afd-4bbe-a7ac-e9a8422fedde","fields":[{"id":"0345112d-0b2a-48c0-905c-54daa42bfc31","value":"Early Thoughts on Visual and Auditory Processing","itemId":"635b4e18-0c9c-4ab7-a4db-9ca462c343f3","fieldSchemaId":"f2ba59b9-49cc-4ec6-9416-bda99d4c8383"},{"id":"d32abeff-69f6-456a-97aa-6af78d8a457f","value":"Processing","itemId":"635b4e18-0c9c-4ab7-a4db-9ca462c343f3","fieldSchemaId":"fa3ae83b-afa1-443f-925c-ba60dfc8f12e"},{"id":"bf1e1cc5-5a1a-4f26-894a-226cbed17165","value":"{\"image\":\"1a39fdcc27415d4dad454c00b7f037a43976a77c\",\"imageThumbnail\":\"5aef1e2bd44725e383f14b063a12edd9f08a0533\",\"originalImageHeight\":2464,\"originalImageWidth\":1856,\"altText\":\"\",\"fileName\":\"id8r_photography_a_field_of_violets_shot_on_Nikon_Z9_color_hint_efa4bd5b-8c36-4be0-862a-65df7680aa3f.png\"}","itemId":"635b4e18-0c9c-4ab7-a4db-9ca462c343f3","fieldSchemaId":"1f58afa6-2748-4188-b4a4-f1e54e37eca9"},{"id":"2d1983fe-0f47-4b65-a43d-f35476994186","value":"{\"root\":{\"children\":[{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\"Had we no eyes, reading as we know it would not exist. While we know that being able to read in an integrative process of visual, auditory and cognitive “thinking” processes, the role of visual processing continues to plague those of us who are trying to teach children to read. We know that some children have notable difficulty “visually stabilizing” those confusing symbols which have meaning only in their relationship to the body of the viewer. In fact, more than half of the alphabet lower case letters are confusable—b,d,p,q,g,h,y,t,f,m,w,n,u. The ability to stabilize a “b” relative to one’s body and to the other symbols surrounding it, allows the student to recognize the word “dog” as “dog” rather than “god” or “bog” or “gob” or “pog,” etc.\",\"type\":\"text\",\"version\":1}],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"paragraph\",\"version\":1,\"textFormat\":0,\"textStyle\":\"\"},{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\"  \",\"type\":\"text\",\"version\":1}],\"direction\":null,\"format\":\"\",\"indent\":0,\"type\":\"paragraph\",\"version\":1,\"textFormat\":0,\"textStyle\":\"\"},{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\"Why it is that some of us achieve this stability easily and others struggle so mightily remains a mystery? Our tests of visual processing can demonstrate that a student has difficulty with rapid visual discrimination or visual figure ground, or different types of visual memory, but they do not help us to understand why or how to fix it.  Larger font helps, consistent font helps, color changes sometimes help, having an auditory component (such as being able to listen while reading) helps quite a bit (in the short term) and practice and more practice also helps. But for those individuals who struggle with this problem, my experience is that it always remains as a vulnerability. The number of errors decrease perhaps, but pressure and stress will cause them to re-present at unanticipated times and in unexpected places. \",\"type\":\"text\",\"version\":1}],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"paragraph\",\"version\":1,\"textFormat\":0,\"textStyle\":\"\"},{\"children\":[],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"paragraph\",\"version\":1,\"textFormat\":0,\"textStyle\":\"\"},{\"children\":[{\"detail\":0,\"format\":1,\"mode\":\"normal\",\"style\":\"\",\"text\":\"Kinds of Visual Processing Problems that Can Negatively Impact Acquiring Reading Skills\",\"type\":\"text\",\"version\":1}],\"direction\":\"ltr\",\"format\":\"left\",\"indent\":0,\"type\":\"heading\",\"version\":1,\"tag\":\"h4\"},{\"children\":[],\"direction\":\"ltr\",\"format\":\"center\",\"indent\":0,\"type\":\"paragraph\",\"version\":1,\"textFormat\":9,\"textStyle\":\"\"},{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\"Rapid Visual Discrimination - being able to quickly and easily identify subtle differences in shape\",\"type\":\"text\",\"version\":1}],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"paragraph\",\"version\":1,\"textFormat\":0,\"textStyle\":\"\"},{\"children\":[{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\"Noting the difference between similarly configured letters\",\"type\":\"text\",\"version\":1}],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"listitem\",\"version\":1,\"value\":1},{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\"Noting or being able to disregard a serif or other small details on a letter or in the text\",\"type\":\"text\",\"version\":1}],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"listitem\",\"version\":1,\"value\":2}],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"list\",\"version\":1,\"listType\":\"bullet\",\"start\":1,\"tag\":\"ul\"},{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\" \",\"type\":\"text\",\"version\":1}],\"direction\":null,\"format\":\"\",\"indent\":0,\"type\":\"paragraph\",\"version\":1,\"textFormat\":0,\"textStyle\":\"\"},{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\"Spatial Relationships (particularly when the spatial orientation is related to the reader’s body)\",\"type\":\"text\",\"version\":1}],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"paragraph\",\"version\":1,\"textFormat\":0,\"textStyle\":\"\"},{\"children\":[{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\"Noting the difference in direction of the parts of a letter\",\"type\":\"text\",\"version\":1}],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"listitem\",\"version\":1,\"value\":1},{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\"Noting the difference in the direction of the lean of a letter\",\"type\":\"text\",\"version\":1}],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"listitem\",\"version\":1,\"value\":2}],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"list\",\"version\":1,\"listType\":\"bullet\",\"start\":1,\"tag\":\"ul\"},{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\" \",\"type\":\"text\",\"version\":1}],\"direction\":null,\"format\":\"\",\"indent\":0,\"type\":\"paragraph\",\"version\":1,\"textFormat\":0,\"textStyle\":\"\"},{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\"Figure-Ground\",\"type\":\"text\",\"version\":1}],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"paragraph\",\"version\":1,\"textFormat\":0,\"textStyle\":\"\"},{\"children\":[{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\"Bring able to focus on bringing the text forward rather than bringing the background forward\",\"type\":\"text\",\"version\":1}],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"listitem\",\"version\":1,\"value\":1},{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\"Being able to tell the difference between the text and the background\",\"type\":\"text\",\"version\":1}],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"listitem\",\"version\":1,\"value\":2}],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"list\",\"version\":1,\"listType\":\"bullet\",\"start\":1,\"tag\":\"ul\"},{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\" \",\"type\":\"text\",\"version\":1}],\"direction\":null,\"format\":\"\",\"indent\":0,\"type\":\"paragraph\",\"version\":1,\"textFormat\":0,\"textStyle\":\"\"},{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\"Visual Closure\",\"type\":\"text\",\"version\":1}],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"paragraph\",\"version\":1,\"textFormat\":0,\"textStyle\":\"\"},{\"children\":[{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\"Being able intuit a word when parts are missing from the letters.\",\"type\":\"text\",\"version\":1}],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"listitem\",\"version\":1,\"value\":1},{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\"Mentally filling in the missing parts\",\"type\":\"text\",\"version\":1}],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"listitem\",\"version\":1,\"value\":2}],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"list\",\"version\":1,\"listType\":\"bullet\",\"start\":1,\"tag\":\"ul\"},{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\" \",\"type\":\"text\",\"version\":1}],\"direction\":null,\"format\":\"\",\"indent\":0,\"type\":\"paragraph\",\"version\":1,\"textFormat\":0,\"textStyle\":\"\"},{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\"Visual Static Memory\",\"type\":\"text\",\"version\":1}],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"paragraph\",\"version\":1,\"textFormat\":0,\"textStyle\":\"\"},{\"children\":[{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\"Being able to hold a visual gestalt in mind\",\"type\":\"text\",\"version\":1}],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"listitem\",\"version\":1,\"value\":1},{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\"Seeing the shape of a word, such as the difference between “when” and “went”\",\"type\":\"text\",\"version\":1}],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"listitem\",\"version\":1,\"value\":2}],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"list\",\"version\":1,\"listType\":\"bullet\",\"start\":1,\"tag\":\"ul\"},{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\" \",\"type\":\"text\",\"version\":1}],\"direction\":null,\"format\":\"\",\"indent\":0,\"type\":\"paragraph\",\"version\":1,\"textFormat\":0,\"textStyle\":\"\"},{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\"Visual Sequential Memory\",\"type\":\"text\",\"version\":1}],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"paragraph\",\"version\":1,\"textFormat\":0,\"textStyle\":\"\"},{\"children\":[{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\"Being able to hold a visual sequence in mind\",\"type\":\"text\",\"version\":1}],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"listitem\",\"version\":1,\"value\":1},{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\"Seeing  and remembering the sequence of letters “field”  rather than “filed”\",\"type\":\"text\",\"version\":1}],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"listitem\",\"version\":1,\"value\":2}],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"list\",\"version\":1,\"listType\":\"bullet\",\"start\":1,\"tag\":\"ul\"},{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\" \",\"type\":\"text\",\"version\":1}],\"direction\":null,\"format\":\"\",\"indent\":0,\"type\":\"paragraph\",\"version\":1,\"textFormat\":0,\"textStyle\":\"\"},{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\"Many of the issues may be mitigated by auditory and cognitive supports, but for the dyslexic reader, they can be significant enough to cause reading struggle even when the student has a strong auditory processing system and they have had thoughtful, research-based teaching.\",\"type\":\"text\",\"version\":1}],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"paragraph\",\"version\":1,\"textFormat\":0,\"textStyle\":\"\"},{\"children\":[],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"paragraph\",\"version\":1,\"textFormat\":0,\"textStyle\":\"\"},{\"children\":[{\"detail\":0,\"format\":1,\"mode\":\"normal\",\"style\":\"\",\"text\":\"How Auditory Process and Auditory Memory Negatively Impact Reading Skills\",\"type\":\"text\",\"version\":1}],\"direction\":\"ltr\",\"format\":\"left\",\"indent\":0,\"type\":\"heading\",\"version\":1,\"tag\":\"h4\"},{\"children\":[],\"direction\":\"ltr\",\"format\":\"center\",\"indent\":0,\"type\":\"paragraph\",\"version\":1,\"textFormat\":9,\"textStyle\":\"\"},{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\"Auditory processing has two distinct parts—the processing part and the memory part—and a student can struggle with one or both problems. Effective reading programs include developing phonemic awareness, sometimes before introducing graphemes (the written visual symbol or the letters) or, at least, concomitantly with the introduction of letters and numbers.\",\"type\":\"text\",\"version\":1}],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"paragraph\",\"version\":1,\"textFormat\":0,\"textStyle\":\"\"},{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\" \",\"type\":\"text\",\"version\":1}],\"direction\":null,\"format\":\"\",\"indent\":0,\"type\":\"paragraph\",\"version\":1,\"textFormat\":0,\"textStyle\":\"\"},{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\"There are a fair number of students who struggle with the tasks that are designed to help develop this awareness. The student may have real difficulty getting the notion of a rhyme, or hearing how to segment a compound word, or struggle with separating an initial sound from the rest of the word, etc.  When they don’t “get it,” they are sent to the Resource Specialist who practices these skills intensively attempting to awaken the student’s phonemic awareness by following the developmental sequence as it is now understood.  Sometimes it works and sometimes the student just plods, getting it, forgetting it, and rarely using it spontaneously.\",\"type\":\"text\",\"version\":1}],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"paragraph\",\"version\":1,\"textFormat\":0,\"textStyle\":\"\"},{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\" \",\"type\":\"text\",\"version\":1}],\"direction\":null,\"format\":\"\",\"indent\":0,\"type\":\"paragraph\",\"version\":1,\"textFormat\":0,\"textStyle\":\"\"},{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\"What is missed here is, “Backing up. Backing up until you see the gleam in the eye.”  So many of the students who struggle with phonemic awareness have auditory processing skills that are not developed enough to identify sounds at the sophisticated level required to recognize rhymes, or the individual sounds of a word. Like the young man with the earphones, they may not yet have discerned the difference between sound versus no sound, or loud versus soft, or high versus low, or near sound versus distant sound, etc.\",\"type\":\"text\",\"version\":1}],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"paragraph\",\"version\":1,\"textFormat\":0,\"textStyle\":\"\"},{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\" \",\"type\":\"text\",\"version\":1}],\"direction\":null,\"format\":\"\",\"indent\":0,\"type\":\"paragraph\",\"version\":1,\"textFormat\":0,\"textStyle\":\"\"},{\"children\":[{\"detail\":0,\"format\":1,\"mode\":\"normal\",\"style\":\"\",\"text\":\"Kinds of Auditory Processing Issues that Can Negatively Impact Acquiring Reading Skills\",\"type\":\"text\",\"version\":1}],\"direction\":\"ltr\",\"format\":\"left\",\"indent\":0,\"type\":\"heading\",\"version\":1,\"tag\":\"h4\"},{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\" \",\"type\":\"text\",\"version\":1}],\"direction\":null,\"format\":\"\",\"indent\":0,\"type\":\"paragraph\",\"version\":1,\"textFormat\":0,\"textStyle\":\"\"},{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\"Long before being able to discern the subtle differences between the sounds of short/i/ and short/e/ comes being able to discern:\",\"type\":\"text\",\"version\":1}],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"paragraph\",\"version\":1,\"textFormat\":0,\"textStyle\":\"\"},{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\" \",\"type\":\"text\",\"version\":1}],\"direction\":null,\"format\":\"\",\"indent\":0,\"type\":\"paragraph\",\"version\":1,\"textFormat\":0,\"textStyle\":\"\"},{\"children\":[{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\"Sound versus no sound\",\"type\":\"text\",\"version\":1}],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"listitem\",\"version\":1,\"value\":1},{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\"Loud versus soft sound\",\"type\":\"text\",\"version\":1}],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"listitem\",\"version\":1,\"value\":2},{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\"Near versus far sound\",\"type\":\"text\",\"version\":1}],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"listitem\",\"version\":1,\"value\":3},{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\"The space between sounds\",\"type\":\"text\",\"version\":1}],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"listitem\",\"version\":1,\"value\":4},{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\"High versus low sound\",\"type\":\"text\",\"version\":1}],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"listitem\",\"version\":1,\"value\":5}],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"list\",\"version\":1,\"listType\":\"bullet\",\"start\":1,\"tag\":\"ul\"},{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\" \",\"type\":\"text\",\"version\":1}],\"direction\":null,\"format\":\"\",\"indent\":0,\"type\":\"paragraph\",\"version\":1,\"textFormat\":0,\"textStyle\":\"\"},{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\"And many other nuances that we learn spontaneously as we enter the world of speech.\",\"type\":\"text\",\"version\":1}],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"paragraph\",\"version\":1,\"textFormat\":0,\"textStyle\":\"\"},{\"children\":[],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"paragraph\",\"version\":1,\"textFormat\":0,\"textStyle\":\"\"},{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\"By school, we assume that all of these areas are working, but for some students they have not yet been identified and/or refined.   Some students may be significantly more limited in their auditory processing development than expected, but there are signs:\",\"type\":\"text\",\"version\":1}],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"paragraph\",\"version\":1,\"textFormat\":0,\"textStyle\":\"\"},{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\" \",\"type\":\"text\",\"version\":1}],\"direction\":null,\"format\":\"\",\"indent\":0,\"type\":\"paragraph\",\"version\":1,\"textFormat\":0,\"textStyle\":\"\"},{\"children\":[{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\"The student often says, “What?’ after directions or explanations\",\"type\":\"text\",\"version\":1}],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"listitem\",\"version\":1,\"value\":1},{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\"The student may appear to be “tuning out”\",\"type\":\"text\",\"version\":1}],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"listitem\",\"version\":1,\"value\":2},{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\"In music class they sing off key\",\"type\":\"text\",\"version\":1}],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"listitem\",\"version\":1,\"value\":3},{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\"They struggle with rhyming\",\"type\":\"text\",\"version\":1}],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"listitem\",\"version\":1,\"value\":4},{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\"Frequently, they look lost or confused\",\"type\":\"text\",\"version\":1}],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"listitem\",\"version\":1,\"value\":5},{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\"They cannot discern the difference between many of the vowel sounds\",\"type\":\"text\",\"version\":1}],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"listitem\",\"version\":1,\"value\":6},{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\"They may respond with “Do you mean P?” when you ask, “Name a word that starts with the sound /p/.\",\"type\":\"text\",\"version\":1}],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"listitem\",\"version\":1,\"value\":7},{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\"They may struggle with ending or medial sounds\",\"type\":\"text\",\"version\":1}],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"listitem\",\"version\":1,\"value\":8}],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"list\",\"version\":1,\"listType\":\"bullet\",\"start\":1,\"tag\":\"ul\"},{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\" \",\"type\":\"text\",\"version\":1}],\"direction\":null,\"format\":\"\",\"indent\":0,\"type\":\"paragraph\",\"version\":1,\"textFormat\":0,\"textStyle\":\"\"},{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\"These students have much to learn before the subtleties of phonology and reading can take place. Often they need to use other senses to assist them to the auditory identification and processing skills needed to learn from a sound/symbol approach to teaching reading. For example, they might need to learn to attend to the \",\"type\":\"text\",\"version\":1},{\"detail\":0,\"format\":1,\"mode\":\"normal\",\"style\":\"\",\"text\":\"feeling\",\"type\":\"text\",\"version\":1},{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\" of a sound in the mouth—such as the difference in feeling short/i/ versus short /e/ in the mouth.\",\"type\":\"text\",\"version\":1}],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"paragraph\",\"version\":1,\"textFormat\":0,\"textStyle\":\"\"},{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\" \",\"type\":\"text\",\"version\":1},{\"detail\":0,\"format\":1,\"mode\":\"normal\",\"style\":\"\",\"text\":\" \",\"type\":\"text\",\"version\":1}],\"direction\":null,\"format\":\"\",\"indent\":0,\"type\":\"paragraph\",\"version\":1,\"textFormat\":0,\"textStyle\":\"\"},{\"children\":[{\"detail\":0,\"format\":1,\"mode\":\"normal\",\"style\":\"\",\"text\":\"Kinds of Auditory Memory Issues that Can Negatively Impact Acquiring Reading Skills\",\"type\":\"text\",\"version\":1}],\"direction\":\"ltr\",\"format\":\"left\",\"indent\":0,\"type\":\"heading\",\"version\":1,\"tag\":\"h4\"},{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\" \",\"type\":\"text\",\"version\":1}],\"direction\":null,\"format\":\"\",\"indent\":0,\"type\":\"paragraph\",\"version\":1,\"textFormat\":0,\"textStyle\":\"\"},{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\"There are roughly 3 kinds of auditory memory skills needed for school—short term, long-term, and working memory. How do we make our auditory memory better, stronger, more efficient? Parents ask me this question all the time. And I answer, “Well practice improves almost everything, but the question is what is the cost/benefit ratio?” There was a study done to see if auditory memory could be improved. The idea was to determine the strategies that students with good auditory memory use and teach those strategies to students with weak auditory memories. A set of strategies were identified. Students with weak auditory memories were tested to set a base from which to measure improvement; then they were taught the strategies used by students with good auditory memories. Those students were re-tested and, Bada Bing! Their scores went way up!  However, when they were re-tested again, several months later, their scores dropped back to where they had been originally. Everybody was puzzled.\",\"type\":\"text\",\"version\":1}],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"paragraph\",\"version\":1,\"textFormat\":0,\"textStyle\":\"\"},{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\" \",\"type\":\"text\",\"version\":1}],\"direction\":null,\"format\":\"\",\"indent\":0,\"type\":\"paragraph\",\"version\":1,\"textFormat\":0,\"textStyle\":\"\"},{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\"When I heard about the study, I just chuckled. I could have predicted the end results. Why? Because auditory memory has been an area of struggle for me. I knew from personal experience, observation and years of working with students with different learning configurations that students with good auditory memories only have to use “the strategies” occasionally, but students with weak auditory memories have to use them constantly! It is not cost efficient and it is exhausting! It is simply easier to ask somebody or, for some people, to write it down.\",\"type\":\"text\",\"version\":1}],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"paragraph\",\"version\":1,\"textFormat\":0,\"textStyle\":\"\"},{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\" \",\"type\":\"text\",\"version\":1}],\"direction\":null,\"format\":\"\",\"indent\":0,\"type\":\"paragraph\",\"version\":1,\"textFormat\":0,\"textStyle\":\"\"},{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\"And, oh the woes for students with weak auditory memories as they ascend in their education. Holding onto the information in a lecture long enough to write it down, while more information is coming at you is a major challenge. Remembering names, a phone number just given, directions, when you can’t write them down and/or they are not repeated sufficiently to get them into working memory is a nightmare. On this account cell phones have been a godsend for people with weak auditory memories. Now the number is automatically recorded or you are put through directly when you call for information. But not so long ago, when folks regularly used free standing phones in booths across the country, the evidence of weak auditory memories was scratched into the metal or plastic, or written in ink or lipstick on every smooth surface, written in ink on our palms.\",\"type\":\"text\",\"version\":1}],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"paragraph\",\"version\":1,\"textFormat\":0,\"textStyle\":\"\"},{\"children\":[],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"paragraph\",\"version\":1,\"textFormat\":0,\"textStyle\":\"\"},{\"children\":[{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\"(1) Ratey, M.D., John J., \",\"type\":\"text\",\"version\":1},{\"detail\":0,\"format\":2,\"mode\":\"normal\",\"style\":\"\",\"text\":\"A User’s Guide to the Brain\",\"type\":\"text\",\"version\":1},{\"detail\":0,\"format\":0,\"mode\":\"normal\",\"style\":\"\",\"text\":\", Pantheon books: New York, 2001, pg. 53.\",\"type\":\"text\",\"version\":1}],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"paragraph\",\"version\":1,\"textFormat\":0,\"textStyle\":\"\"}],\"direction\":\"ltr\",\"format\":\"\",\"indent\":0,\"type\":\"root\",\"version\":1}}","itemId":"635b4e18-0c9c-4ab7-a4db-9ca462c343f3","fieldSchemaId":"3084d9ba-ab55-4e5a-931b-b9db3d09105f"},{"id":"37d960cb-6255-40a3-aee8-35032902434d","value":"2025-12-19","itemId":"635b4e18-0c9c-4ab7-a4db-9ca462c343f3","fieldSchemaId":"b7712ee6-f9fd-4781-8c5c-e7e10ce8f81e"}]}}}},"slugByItemId":{"635b4e18-0c9c-4ab7-a4db-9ca462c343f3":"early-thoughts-on-visual-and-auditory-processing","f76b0a6f-5281-4e92-b7a1-6738c22c385e":"the-hidden-strengths-behind-struggling-readers","c3cabdd7-2b1c-4652-ab7a-88ab3ff30b2f":"stop-fixing-the-learner-fix-the-environment","9c6f54c7-7854-4bb3-a09e-40b9a94e39c0":"educational-apps-must-do-more-than-entertain","7c10a08b-d604-4d4d-a009-2400c53b6b59":"a-new-definition-of-dylsexia","58dbeb6d-bb18-4710-a095-0793052324e2":"in-support-of-collecting-students-phones","33b2fd76-dbb6-46ec-b4b1-6dbcfbe85334":"auditory-processing-vs-auditory-memory","6937a4cd-d98c-46fd-bd44-ba6d4e14fbca":"when-reading-is-also-a-visual-challenge","6efcaa37-5ff5-4b38-ba5d-77d638c12cf8":"working-memory-and-learning","fbc6a28a-7357-4080-9a6b-f12f3034426d":"adjusting-the-text-research-on-supporting-dyslexic-readers"}}