Auditory Processing Skills, Coding Strategies and Learning Processes of the Preparatory School Blind and the Sighted Students

Abstract

The present study aims to identify the level of auditory processing skills for the blind and
sighted, the differences between them in learning processes, strategies coding and determine the
relationship between the auditory processing skills, coding strategies and learning processes. The study
was applied on 27 blind, 66 sighted out of second and third Preparatory School student in Mansoura city.
Three measures used, descriptive and statistical methods were applied. The results showed that, all auditory processing skills for blind and sighted were above the level. Except the auditory memory capacity, there were significant differences between blind and sighted in direction to sight in skills of auditory: closure, interrelation and comprehension. As well as directed to blind in skills of auditory memory capacity, phonological awareness, distinctive between shape and ground and sentence memory. There was significant differences between sighted and the blind in the direction to sighted in strategies based on imagination, while to blind in organization. There were significant differences between sighted and blind in direction to sight in some learning processes. Positive correlation between the auditory processing skills, learning processes and coding strategies was obrained.