Trouble distinguishing similar sounds (“pig and big”) or confusing the sequence of heard or spoken sounds (“ephelant”).
|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.