hearing actual perception and processing of sound
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Indicators of hearing loss
Child pulls on ears
Child has frequent ear infections
Child complains about ear aches
Child complains of ringing in the ear
Child requires more audio volume
Child asks for things to be repeated
Child has trouble repeating words and phrases
Teachers help with hearing loss
Place children in the front of the classroom
Make sure children aren’t sitting next to
noisy students
Receptive vs. Productive
Receptive skills: Listening and Reading >
receive
Productive skills: Speaking and writing >
produce
Types of input for learning channels
Auditory > songs, chants, poems, stories
read aloud
Visual > images, pictures
Tactile > real life objects that children can
touch
Other skills built on listening
You near to hear a word before you can say it
You need to say a word before you can read it.
You need to read a word before you can write it
Teaching language skills: Listen > Speak > Read >
Write
Listening skills > Prepare for reading
Listen to and follow instructions – Prepares children for a variety of tasks
Follow an oral sequence of events – Prepares children to comprehend
stories
Listen attentively to stories – Prepares children to comprehend stories
Comprehend a story that has been read and/or told – Prepares children to
comprehend stories
Discriminate between sounds – Prepares children to decode words and
helps with phonics instruction
Identify rhyming sounds – Prepares children to decode words and helps
with phonics instruction
Segment words into syllables – Prepares children to decode words and
helps with phonics instruction
Listening capacity
Informal measure of one’s ability to understand or
comprehend spoken language in the context of a story
being told or read aloud
As a foundation for reading, teachers need to develop
children’s listening comprehension and listening
capacity
Phonological awareness
The ability to listen and think about the entire range of
sounds that occur in a word (e.g. un-der-stand, al-pha-
bet)
By developing listening skills that focus on
phonological awareness, children will be better
prepared to participate in phonics instruction which, in
turn, will make it easier for them to decode and read
words.
Importance of patterns
People need to recognize patterns in order to read.
Reading is about patterns.
Detecting the auditory or phonological patterns that
occur in language will better prepare children for the
visual patterns that occur in English-language words.
Total Physical Response (TPR)
TPR is a teaching method developed by James Asher where
learners physically respond to oral commands which are given.
Just as with babies, learners are expected to respond non-
verbally to commands before they are able to speak.
The teacher usually gives an oral command while s/he
demonstrates it.
Learners follow along with the commands and only speak
when they are ready.
When they first begin to speak, learners repeat the commands
given by the teacher.
Positive aspects of TPR
Uses the auditory, visual, and tactile learning
channels
Helps to teach children to follow directions and listen
attentively
Provides a comfortable environment for learners when
they choose to speak
Easily adaptable
Finger plays
Finger plays are little chants that children say while moving
their fingers and/or hands
Popular examples: “The Eensy Weensy Spider” and “Head
and Shoulders”
Benefits of Yes/No cards
Allows all learners to participate simultaneously and
silently (thereby reducing opportunities for learners to
fidget and be disruptive)
Lets the teacher know if individual learners responded
correctly