Trouble distinguishing similar sounds (“pig and big”) or confusing the sequence of heard or spoken sounds (“ephelant”).
| Symptoms | Strategies |
|---|---|
| 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 | – Face the student and speak slowly and distinctly. Have student look at you and watch your lips. – 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). | – Use nonsense syllables for dictation. – Use tape recorder exercises for practice at home and school. – 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). | – Provide exposure to many words with same spelling pattern through sentence dictation, bingo-type drill, oral reading, etc. – Know spelling rules. – Make spelling a thinking subject using a multisensory approach. |
| Has trouble blending letters and words. | – Use movable alphabet to reinforce sound. – Play bingo-type game of blends. – Use tape recorder to model blend sounds. – Use multi-sensory 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. | – Focus on primary purpose of task; either do not penalize for spelling or give two grades. – May need technology to compensate for weakness. |