Specialists and educators have found that the mere ability to hear spoken messages is not sufficient for proper listening, communication, and learning. One of the most challenging areas for educational audiologists is auditory processing deficits in children.

Auditory processing deficit in children, which has been recognized in clinical audiology over the past twenty years, is defined as a deficit in processing information specific to the auditory modality. Professionals working with students are well aware of auditory processing problems and their educational effects. The growing awareness and interest of parents and educators regarding children's auditory processing deficits has led to the establishment of student referrals to educational audiologists.

Generally, auditory processing deficits do not become apparent until the child enrolls in school and the one-on-one home learning environment is replaced by a large classroom with a variety of visual and auditory distracting factors. Children with auditory processing deficits may behave as if they have hearing loss. Students with auditory processing deficits, despite having normal intelligence, are typically referred for concerns related to learning, behavior, or speech and language (which hinder academic progress).

Many of them experience inappropriate social interactions due to frustration in communicating with peers and tend to choose playmates from younger age groups. Most parents report that these children prefer to play alone. Given that this disorder may cause learning difficulties and particularly affect language and literacy, leading to poor school performance, it is of great concern in school-aged children. Therefore, it is important for professionals to be familiar with central auditory processing deficits. This article provides a review of auditory processing deficits in children.