T Teachers and students must manage daily distractions in school environments. These distractions are sometimes present while the student is encoding information and/or when required to retrieve information for tests. Even in the best controlled classrooms, distractions will inevitably enter the classroom environment (Beaman, 2005). Auditory distractors have been shown to inhibit the ability to remember semantically related words (Oswald, Tremblay, & Jones, 2000), which is a vital component to a student's understanding of many learning tasks in a classroom setting. Even when the student is told to ignore auditory distractors, his or her performance will suffer even if he or she attempts to ignore the stimuli (Tiedge, 1975; Beaman, 2005). Students face a variety of distractions, from auditory to visual. Attention between the learning task and the distractor must be divided, thus limiting the cognitive resources available to the learner (Beaman, 2005). A broader understanding of this issue and control of the auditory distractors involved should help provide strategies to improve the quality of the learning environment and the student's ability to retain the information necessary for the retrieval component of the test. To produce an experiment that limits the potential for extraneous variables, we studied the types of distractors and how to properly employ them. Tiedge, (1975) found that distractors could influence the attitude of people who experience distractors. This change in attitude, he said, could be the cause of the change in performance with respect to the stimuli that are the focus of their attention. He identified four main components… in the middle of the paper… the fact that participants' scores were even lower provides limited evidence of irrelevant speech in his memory recall effect. Each of the experiments attempted to measure the effects of non-meaningful speech had extraneous variables that obscured the researcher's findings and left more in this area to be examined and lessons learned to control our variables. Based on the evidence provided, this study formulates the following hypothesis:1. Participants who are exposed to continuous, non-meaningful speech during reading comprehension will perform worse on tests than participants who are exposed to intermittent, non-meaningful speech.2. Participants exposed to intermittent, non-meaningful speech during the test phase of the experiment will perform worse than participants exposed to continuous, non-meaningful speech..