1. Even the self identified auditory learners, their preference didn't seem to matter. 即使是自我认同的听觉学习者，他们的偏好似乎也无关紧要。
2. Only limited attention appears to have been given to those students experiencing the other disabilities involving auditory function deficit. 对于那些遭受其它残疾，包括有听觉功能缺陷的学生，似乎只给予了有限的关注。
3. This all amounts to heightened activity and noise levels, which have the potential to be particularly serious for children experiencing auditory function deficit. 所有这一切都意味着活动量和噪音水平增加，这对有听觉功能缺陷的儿童来说有更加严重的潜在影响。
4. Children experiencing an auditory function deficit can often find speech and communication very difficult to isolate and process when set against high levels of background noise. 在面对高强度的背景噪音时，患有听觉功能损伤的儿童往往很难把语言分离出来进行处理，也很难进行沟通。
5. Children with auditory function deficit are potentially failing to learn to their maximum potential because of noise levels generated in classrooms. 由于教室里产生的的噪音，患有听觉功能缺陷的儿童可能无法最大限度地学习。
