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Instructional strategies - Listening

Hierarchy of Listening

The hierarchy of auditory development from easiest to hardest is:

Detection – recognition of presence or absence of sound Attention and awareness – cessation of activity, change in behavior, and attentiveness to sound Localization – identification of sound source location Discrimination – perception of difference in sound Identification – labeling what is heard, attaching meaning Comprehension – memory, sequence, and understanding of information

Adapted from Nancy S Caleffe-Schenck

Auditory discrimination is further described as discriminate between words and sounds by their

duration (long vs. short), intensity (loud vs. soft) or frequency (high vs. low). In terms of learning to read, auditory discrimination is part of phonological skills known as phonemic awareness. This ability to hear, isolate and manipulate phonemes in combination with the alphabetic principles is essential for reading fluency and comprehension. If a child cannot hear the difference in phonemes then they are unlikely to be able to manipulate them to sound out words. Weak auditory discrimination can influence competency in spelling, writing and following directions, as well.

Auditory discrimination sequence from easy to difficult

Words - medial position – long vowel smoke – smoke tape – type

Phrase/sentence – medial position – long vowel will weed - will wade It’s grease. - It’s Grace.

Word – medial position – short vowel cup – cap pit – pat

Phrase/sentence – medial position – short vowel a net - a knot, It’s a pit. - It’s a pet.

Word- final position prize – price bug – buck

Phrase/sentence – final position was wed - was wet

Words - initial position – voice/voiceless cane – gain Sue – zoo

Phrase/sentence – initial position – voice/voiceless It’s Dan. - It’s tan. Try to park. - Try to bark.

Words – initial position – consonant clusters splash – smash, scan – span

Phrase/sentences – initial position – consonant clusters was brief - was grief (* may vary due to degree and configuration of hearing loss.)

Ling, D., & Ling, A.H. (1978). Aural habilitation: The foundations of verbal learning.

Washington, DC: Alexander Graham Bell Association for the Deaf

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Research has shown a deficit in phonological awareness is believed to be the primary reason why many children have difficulty learning to read. Correlations have also been found to indicate a link between auditory processing, phonological awareness and reading disorders. Instruction in sound awareness, discrimination, and manipulation is essential for good reading and good oral language development.

Sharma, M., Purdy, S.C. & Kelly, A.S. (2009). Comorbidity of Auditory Processing, Language, and Reading Disorders. Journal of Speech Language and Hearing Research, 52.

Sharma, M., Purdy, S.C, Newall, P., Wheldall, K., Beaman, R. & Dillon, H. (2006). Electrophysiological and behavioral

evidence of auditory processing deficits in children with reading disorder. Clinical Neurophysiology, 117.

Instructional strategies:

1. Discriminate minimal pairs

Present pairs of consonant vowel combinations (bu – bu, up –ut) and ask the child to tell if the two

sound the same or different. This can be applied to reading instruction to build fluency by providing

rows of combinations for the child to repeat. The purpose is to increase speed of decoding. For

example:

bu bu bu ba bu ba bu ba ba bu

Go to www.speech-language-therapy.com and type in ‘minimal pairs’ for an extensive list of words.

2. Sound dominoes (worksheet provided)

Dominoes can be used in multiple ways to show the relationship in sounds.

Blank domino forms can be filled with pictures, letters, or minimal pairs to show

relationship. The idea is to put ends together that have a common characteristic.

3. Repeat sentences that incorporate minimal sound words.

For example: You must wait. The floor is wet. No print copy of the sentences should be provided.

The purpose is to support awareness of differences in the words and to use sentence content to

support recognition of word differences.

4. Identify Errors in running speech. (worksheet provided)

Student listens to a sentence and then identifies error in pronunciation and provides correction. For

example:

“She has a bing on her finger.” Response = “No, not bing. Ring. She has a ring on her finger.”

5. Create rhyme.

Fill in the blank using a word that rhymes with the last word in the previous sentence. For example:

I heard the dog bark while we walked in the ___________. (park)

A word list may need to be provided if the child’s recall memory is weak.

Activities pages 4-6.

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CAST uses a bottom-up approach in which parts of the speech signal (e.g., suprasegmental

characteristics and vowel and consonant features) are highlighted and contrasted to improve speech

recognition ability. Pairs of stimuli with grossly different acoustic characteristics are introduced and

practiced before those with finer acoustic distinctions.

The 30-page manual includes: CAST pretest, guidelines and procedures, training hierarchy, cueing

techniques, criterion levels. There are 150 double-sided picture/stimulus cards. The front and back of

each card has two illustrations that contrast the target acoustic characteristics. There are 28 pretest

cards to help determine the need for auditory training and the level at which to begin listening

practice. https://successforkidswithhearingloss.com/contrasts-for-auditory-and-speech/

The 100% Series boost listening performance with:

a broad scope of content

hierarchy of activities

skills and curricular content that mirror classroom work

Each book consists of one- and two-page lessons organized into

fourteen units. The units are sequenced to reflect general

language and thinking development with some overlap of skills.

100% Listening Intermediate is a continuation and

progression of the skills in 100% Listening Primary,

except for the replacement of the Phonological

Awareness unit with a unit in Extending Conversations.

https://successforkidswithhearingloss.com/100-listening-2-book-set/

Dave Sindrey has generously allowed Supporting Success to make the Compass Test of Auditory Discrimination cards available for sale. Dave has long made the Compass Test of Auditory Discrimination readily available for download, but it was up to the teacher to find the time to copy, cut and laminate all of the cards. The 50 Compass Test cards are being made available at the cost of printing plus shipping/handling with the goal of making the test more accessible and ready to use. The test, record forms and test interpretation guide can be found on the Listening Training Resources of the website. The cards and instruction page are all packaged within an ever-versatile zip top bag.

https://successforkidswithhearingloss.com/compass-test/

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Sound Dominoes

Cut the pictures and glue at random on the face of the dominoes. Then

match ends of different pieces based on either beginning sounds, ending

sounds, vowels, or rhyming words (word families).

Have the children draw their own pictures, too.

Example: dog – frog, cat – hat (word families)

dog – door, cat - cup (beginning sounds)

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2015 - 2016 © Teacher Tools Membership e-magazine http://teachertools.successforkidswithhearingloss.com.

Did I hear that right?!

Instructions: “Listen to each sentence. One word is wrong in each.” “Tell me which word is wrong and what the word should be.” “For example, I say, “She has a bing on her finger.”

“You say, “No, not bing. Ring. She has a ring on her finger.”

Right Missed Initial sound

1. I heard the dog park. bark

2. The dog has a new food pole. bowl

3. I have 10 fingers and doughs. toes

4. Put town the heavy box. down

5. The boy and curl are here. girl

6. In soccer, you gick the ball. kick

7. My hair is wet. I must try it. dry

8. I will trink milk for lunch. drink

Right Missed Final sound

1. I saw a bear cup at the zoo. cub

2. I wore a cab on my head. cap

3. I hat soup for lunch. had

4. I cud my finger with the knife. cut

5. Do you have a key for that log? lock

6. I saw a cow and pick at the farm. pig

7. My hair is wed. I must dry it. wet

8. The crying baby is sat. sad

Right Missed Long and short medial vowel

1. I will plant a said in the dirt. seed

2. We go fishing in the lack. lake

3. The tree is besid the house beside

4. We sailed the bought to the island. boat

5. I sleep in a bead. bed

6. I drank a cane of soda for lunch. can

7. I watched the mother lion like her cub. lick

8. I goat a new pair of jeans yesterday. got

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