Support development of foundational reading skills with activities and materials to practice: 1) vowel perception in isolation and in words, phoneme blending and sound-letter association; 2) discrimin
...ation of vowels in words, sorting long & short vowels.
Describes auditory components of compound words.Data collection sheet and materials for discrimination of auditory discrimination between compound and non compound 2-syllable words. Go Fish game to ma
...tch 20 compound word cards and definition cards. Suggestions for differentiation. Activities conducted through listening, without print.
This resource guides the professional in gathering and organizing information about the auditory/phonological skills and speech perception abilities of students. Lists essential information, potentia
...l sources of that information, purpose of the information ,and forms for recording the information. Categories include: Audiologic Information, Knowledge & Care of HATS, Ling Sound check data. Includes suggestions for completing the forms and links for more information.
Description of how to use the Ling 7 sounds for checking hearing aids in the early stages of auditory training because they cover the entire range of frequencies that are used in English speECH-.
The Listening Development Profile allows the DHH specialist to rate aspects of student behavior as a beginning listener, intermediate listener, and advanced listener. Reflects the hierarchy of auditor
...y development.
Materials and instructions for simultaneous practice of auditory and language objectives: 1) two language levels to practice auditory objective-/s/ or no /s/ in final position of words in spoken sent
...ences; and language objective - choosing it or they for inanimate 1st person subject. 2) identify pronoun in spoken sentences; indicate if pronoun agrees in number with the antecedent. Includes forms for data collection.
Information for teacher about components of auditory perception. Materials and instructions to practice: 1)auditory identification of final /s/ and /z/ in regular plural nouns, 2) suprasegmental aware
...ness final /s/ or /iz/ (one- vs two-syllable words) and 3)final /s/ or /z/ in words within sentences for subject-verb agreement. Includes 40 pictures of single/plural objects and 10 sentence prompts. Suggestions for differentiation.
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