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Symptoms |
|
|
Strategies |
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Has trouble distinguishing between individual sounds in spoken
language (sh-ch, th-ph).
May mispronounce new vocabulary words and will have
trouble with foreign language classes. |
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- |
Face the student and speak slowly and distinctly. Have student
look at you and watch your lips. |
|
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- |
Seat student near the front of the
room. |
|
|
Is unable to recognize differences between whole words that are
similar in sound.
Trouble discriminating sounds in dictated words (pen-pin,
hem-him, are-our). |
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- |
Use nonsense syllables for dictation. |
|
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- |
Use tape recorder exercises for
practice at home and school. |
|
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- |
Use multisensory lessons when possible. |
|
|
Spells phonetically (i.e., motion-mosion).
Will select wrong
vowels and blends or omit vowels
altogether (warm-wrm, rest-rus). |
|
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- |
Provide exposure to many words with same spelling pattern
through sentence dictation, bingo-type drill, oral reading, etc. |
|
|
- |
Know spelling rules. |
|
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- |
Make spelling a thinking subject using a multisensory approach. |
|
|
Has trouble blending letters and words. |
|
|
- |
Use movable alphabet to reinforce sound. |
|
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- |
Play bingo-type game of blends. |
|
|
- |
Use tape recorder to model blend
sounds. |
|
|
- |
Use multisensory approach when appropriate. |
|
|
Unable to rhyme, difficulty with rhythm.
May speak in a monotone voice or have unnatural
pitch. |
|
|
- |
Provide practice in noticing, describing and comparing details:
two sounds, two sentences, two paragraphs. |
|
|
- |
Teach songs that help with rhythm. |
|
|
Exhibits spelling deterioration when
primarily focusing on subject content for tests, written work,
etc. |
|
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- |
Focus on primary purpose of task;
either do not penalize for spelling or give two grades. |
|
|
- |
May need technology to compensate for weakness. |
