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Most models describing reading skills are based on studies of children with typical hearing. [102] One such widely applied model, the simple view of reading, [103] identifies decoding (matching text to speech sounds) and fluency in a first language (its vocabulary and syntax) as being foundational for fluent reading. [102]
One misconception is that deaf children will be at a disadvantage since they lack access to auditory input and, therefore, deafness results in delayed development. [22] [23] Because of this, a focus on auditory language exposure for deaf children is usually recommended. However, deafness, or the lack of auditory input, is not a cause of delayed ...
Auditory-verbal therapy is a method for teaching deaf children to listen and speak using hearing technology (e.g. hearing aids, auditory implants (such as cochlear implants) and assistive listening devices (ALDs) (such as radio aids)). Auditory-verbal therapy emphasizes listening and seeks to promote the development of the auditory brain to ...
For most children, strong readers have strong phonological awareness, and poor readers have poor phonological awareness skills. [4] [5] [6] [47] Phonological awareness skills in the preschool and kindergarten years also strongly predict how well a child will read in the school years.
Special education classes are the primary treatment. These classes focus on activities that sustain growth in language skills. The foundation of this treatment is repetition of oral, reading and writing activities. Usually the SLP, psychologist and the teacher work together with the children in small groups in the class room.
Auditory feedback (AF) is an aid used by humans to control speech production and singing by helping the individual verify whether the current production of speech or singing is in accordance with his acoustic-auditory intention. This process is possible through what is known as the auditory feedback loop, a three-part cycle that allows ...
The Institute of Education Sciences (the independent, non-partisan statistics, research, and evaluation arm of the U.S. Department of Education), describes the approach as follows: "Orton-Gillingham is a broad, multisensory approach to teaching reading and spelling that can be modified for individual or group instruction at all reading levels.
According to the theory, auditory learners must be able to hear what is being said to understand, and may have difficulty with instructions that are written or drawn. They also use their listening and repeating skills to sort through the information presented to them. [3] Few studies have found validity in using learning styles in education. [4]
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