Therefore, students with auditory memory problems find it difficult to learn to read, which causes a deficit in the child's linguistic development (Kirk et al., 2012). The successive auditory memory affects the success of the reading process, as the ability to analyze, sequence, and remember auditory stimuli is essential in the reading skill (khasawneh, 2020).Īuditory disturbances are part of memory disorders. Therefore, using the optimal treatment methods is essential in elevating the challenges appearing in the interpretation of auditory stimuli that accompany learning difficulties (khasawneh, 2019). The shortcomings in the sequential auditory memory are more apparent among students with learning disabilities in English than normal students.
Among the developmental learning difficulties faced by students with learning difficulties in English are problems in sequential auditory memory, which affect learning (khasawneh, 2012). This requires learning in the appropriate school environment for the student or in any situation that includes responding to sounds that require the child to be able toĬlassify auditory cues into meaningful units, then organize and remember these units, and respond to them appropriately, automatically, and quickly. The student, who is unable to distinguish sounds, is confused and does not understand the meaning of the sound, which affects his understanding, academic achievement, and his ability to communicate with others. Classroom activities require responding to the teacher's instructions automatically and appropriately. Learning in the classroom includes responding to sounds that require the child to classify these auditory signals, organize them, and then respond to them appropriately.
Some of these students may suffer from difficulties in auditory perception, which includes difficulties in organizing and interpreting auditory stimuli, and some of them suffer from difficulties in motor perception or general coordination and the synergy of parts of the body while performing tasks of moving and writing. Several studies have confirmed the existence of cognitive problems among children with learning disabilities in English more than they exist among ordinary people. Keywords: Auditory sequential memory, auditory comprehension, students with LDs in English language. The study did not reveal an effect of the interaction between the variables of sequential auditory memory and gender in auditory comprehension. The results also indicated the variation in the auditory comprehension of sequential audio memory and the superiority of females over males in auditory comprehension. The findings revealed apparent differences between the average performance of students on the sequential auditory memory test and the auditory comprehension test due to the gender variable and in favor of females. To achieve the objectives of the study, the sequential auditory memory test was used to measure the auditory memory, and another test was prepared by the researcher to measure the auditory comprehension. Mohamad Ahmad Saleem Khasawneh ORCID: King Khalid University, Saudi ArabiaĪbstract: The current study investigated the role of sequential auditory memory and gender in auditory comprehension among a sample of (80) primary school students, who were chosen by random method. Auditory memory among a sample of students with learning disabilities in English in Irbid Governorate
The current study investigated the role of sequential auditory memory and gender in auditory comprehension among a sample of (80) primary school students, who were chosen by random method.
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