Strategies & Techniques. Facilitating children’s listening and language skills in the classroom. Interpreting. “Say it as s/he would if s/he could”. Example. A pre-verbal child holds out a hand, and looks up at you, as you approach the table with some pencils -: “ David, you want a pencil”.
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Facilitating children’s listening and language skills in the classroom
“Say it as s/he would if s/he could”
A pre-verbal child holds out a hand, and looks up at you, as you approach the table with some pencils -:
“ David, you want a pencil”.
Low, middle and high frequency sounds must be heard clearly in order to process speech effectively.
Families take the lead role for listening checks.
But if you suspect a problem you can do the
LING 6 SOUND TEST
Vowels: /a/ (as in ‘farther’)
/u/ “oo” (as in too)
/i/ “ee” (as in bee)
Fricatives: /∫/ “sh” (as in ship)
/s/ “s” (as in sun)
Nasal: /m/ “m” (as in me)
“Your voice is your best tool.”
You can modify:
Role play: Making speech audible
Adult – engage the ‘child’ for one minute with the toy/object in your bag.
Child – respond to the audibility & acoustichighlighting rather than the content.
“ The thing I remember the most, especially in high school (Gr 6 to 12) is having Mrs Owen come in and spend time with me before we started a new topic in English or Science. When the class had new work, I was prepared. I knew some of the words and concepts. It was tiring sometimes because my mum would insist on doing it again (smile), but looking back now, it was worth it.” (Nicky, 26, Audiologist).
Using the small picture card in your snack bag…consider how to adapt for:
Write down an example for each level – to share with the group.
Prize for the best effort!