I recently did a presentation on language and auditory processing, and these problems may be related to a disorder in central auditory processing. Some of the other "symptoms" are the following behaviors:
~75% are males ~normal pure tone hearing ~trouble following directions ~short attention span ~poor memory ~don't seem to pay attention ~poor listening in noisy environment ~trouble locating sound ~academic deficits ~behavior problems ~request for repetition-"huh?" Prompts for students: ~Did you hear that? ~Can you repeat it? ~Can you tell me the first sound you heard? ~Can you tell me another sound you heard in the phrase? Mary ----- Original Message ----- From: "Felicia Barra" <[EMAIL PROTECTED]> To: "Mosaic: A Reading Comprehension Strategies Email Group" <[email protected]> Sent: Saturday, June 21, 2008 6:49 AM Subject: Re: [MOSAIC] phonemic awareness/segmentation help wanted > Debbie, > > I have had students who can't decode and the suggestion as been a CAPS > test > (central auditory processing ???). I have a current student that has had > this done and the suggestion was teaching him through the Orton Gillingham > method. Maybe the parents could have that test done to give you more > insight. > > Felicia > > Felicia > ----- Original Message ----- > From: "KENNETH SMITH" <[EMAIL PROTECTED]> > To: "Mosaic: A Reading Comprehension Strategies Email Group" > <[email protected]> > Sent: Saturday, June 21, 2008 8:22 AM > Subject: [MOSAIC] phonemic awareness/segmentation help wanted > > >> >> >> Hi, all, >> >> I am looking for some suggestions on teaching phonemic awareness and >> segmentation to older students (3rd and 4th grade). I have several >> students who just don't get it, and they can read lots of words, but they >> are limited to the words they know and don't know how to apply decoding >> strategies to the ones they don't, and they can't spell worth beans! If I >> give them just a single word, they are usually okay, but in text they are >> lost. They also can't handle words with more than one syllable. They tend >> to jumble up the sounds in the middle. I have used the boxes to write >> each >> sound that we hear when we say a word, and I've given them words to >> attempt to do the same, but they just don't get it. And sometimes they >> are >> way off - they will insert completely random sounds (/r/ seems to be a >> favorite). They do this more often when orally trying to break down the >> sounds, but also when writing. They have such poor comprehension that >> they >> aren't able to use the context to help with decoding. Sometimes it seems >> as though the only way they can use context is if I read it to them. They >> may read a sentence and substitute a random word (usually begins with the >> same letter, but that's all), and not even realize that it doesn't make >> sense. When I try to focus their attention on the word, they just can't >> figure out anything that would make sense that begins like that word, and >> we spend so much time on this level of reading that it's hard to get to >> the deeper meaning and enjoyment of reading. >> >> I have one more really difficult student and I would love to hear >> suggestions on this. The little guy will be entering first grade next >> year >> and did "double duty" in our half-day kindergarten this year (attending >> both sessions). He is unable to remember what any letters are. He still >> doesn't recognize his own name, he can't get all the way through the >> alphabet orally, he only gets to about "g", but he can't match letters to >> the alphabet song as he sings, he can't distinguish between letters and >> numbers. We have tried every style of learning we can think of with him. >> After tracing his own name for the entire school year he still can't >> write >> it himself. (And that's just his first name, with only 4 letters.) He was >> tested for SPED and didn't qualify, supposedly because his IQ was too >> high >> (70's). What's a reading teacher to do?????? He's a sweet boy and I am >> very concerned for him. His older brother is one of the kiddos described >> in the above paragraph, and I believe he is on the autism spectrum(our >> autism specialist and I have done many observations). Family support is >> minimal. >> >> >> >> Any suggestions would be appreciated! >> >> Thanks, >> >> Debbie Smith >> _______________________________________________ >> Mosaic mailing list >> [email protected] >> To unsubscribe or modify your membership please go to >> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. >> >> Search the MOSAIC archives at http://snipurl.com/MosaicArchive. >> >> > > > > _______________________________________________ > Mosaic mailing list > [email protected] > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > > > -- > No virus found in this incoming message. > Checked by AVG. > Version: 7.5.524 / Virus Database: 270.4.0/1507 - Release Date: 6/18/2008 > 7:09 AM > > _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. 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