A speech/language remediation-intervention model is proposed to enhance processing of auditory information in students with language or learning disabilities. Such children have difficulty attending to language signals (verbal and nonverbal responses ranging from facial expressions and gestures to those requiring the generation of complex utterances and/or written constructions). Alterations in the signal considered include pragmatic and suprasegmental aspects of the signal, the complexity of the syntax interacting with the complexity of semantics presented, familiarity, rate, redundancy, and context. Factors in the environment discussed involve competing linguistic messages, number of listeners, immediate vs. delayed response, and sociolinguistic considerations. Aspects of the response required center on levels of processing and types of tasks, types of questions, and memory. The strategies needed by learners are divided into primary and support strategies, with training suggestions provided. (CL)