Help the child learn to judge and discriminate between loud and soft sounds. Near or far. The child closes their eyes and judges what part of the room a sound is coming from and whether it is near or far.Sound patterns on two objects provide a variation on the above suggestion for example, use a cup and a book to tap out sounds patterns.Rhythmic patterns can be made for the child to repeat. Have the child tell how many counts there were or ask him to repeat the patterns made. Clap hands, play a drum, bounce a ball, etc. Have the child close his eyes or sit facing away from you. Have the child identify the contents through shaking and listening.

Place small hard items such as stones, beans, chalk, salt, sand, or rice into small containers or jars with covers. Planes, trains, cars, children playing, and animals are some of the sounds that may be recorded. Sounds can be placed on tape or records and the child is asked to identify them. Sounds like cars, airplanes, animals, outside sounds, sounds in the next room etc., can be attended to and identified. Have the children close their eyes and listen to environmental sounds around them. A strategy can be done by a parent that is interested in helping their child improve their auditory processing skills. Teaching strategies are just that, teaching strategies. These activities help those children with dyslexia, learning disabilities, ADHD, auditory processing problems such as auditory memory. These activities can be done at home whether you are homeschooling or helping your child after school. These activities are inspired by Children With Learning Disabilities by Janet Lerner. Here are some other activities you can do with things you typically have around the house or in the classroom to strengthen auditory processing.

Students improve when you work directly with them: in addition to their skills improving, their auditory processing improving, their self-esteem also improves dramatically. But, again, I would NOT use computer programs exclusively because students gain so many more benefits from one-on-one and small group work. They are both sound programs and do help with auditory processing difficulties. Earobics and Fast Forward are the two that I’m most familiar with. There are a variety of good programs out there. The increase in self-esteem that a student gets from this interaction with you while working on their skills is priceless.Ĭomputer programs enhance the progress. I don’t use computerized programs exclusively because I strongly believe that students need the one-on-one feedback and modeling from peers, siblings, parents, and teachers. Making Spelling Sense is where we work on auditory discrimination, auditory closure, and auditory memory.Ĭomputer work adds to the hands-on work we have already done. For example, The Comprehension Zone is a game where we play for both auditory memory, auditory comprehension, and reading comprehension. We work on a variety of auditory processing areas every time we do activities from the Reading Pack: Five Minutes to Better Reading Skills, Making Spelling Sense, Ten Minutes to Better Writing and Study Skills, and The Comprehension Zone. I’ve compiled a variety that you can choose from whether you are tutoring a student, homeschooling, or a concerned parent tutoring your own child.Īuditory processing is a critical component of reading success. In our case, one leg is a base, and the other is the height, as there is a right angle between them.Many of you have asked about additional auditory processing activities to do with your kids or students that have auditory processing difficulties due to CAPD, ADHD, dyslexia, a learning disability, a learning difficulty or autism. To find the area of the triangle, use the basic triangle area formula, which is area = base × height / 2. For this special angle of 45°, both of them are equal to √2/2.

If you know trigonometry, you could use the properties of sine and cosine. In our case, this diagonal is equal to the hypotenuse. As you probably remember, the diagonal of the square is equal to side times square root of 2, that is a√2.Again, we know that both legs are equal to a.As you know one leg length a, you the know the length of the other as well, as both of them are equal.įind the hypotenuse from the Pythagorean theorem: we have a² + b² = c² and a = b, soĭid you notice that the 45 45 90 triangle is half of a square, cut along the square's diagonal?

Isosceles right triangle area