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Differential Processing Training Program Acoustic-Linguistic Tasks
Ages: 6-12   Grades: 1-7

Students develop skills for language, reading, and writing with progressive tasks that help them attach meaning to and manipulate letter and sounds in words.

Outcomes

  • Understand and use phonemes and graphemes
  • Improve phonemic manipulation (e.g., syllable awareness, sound identification)
  • Develop phonic manipulation (e.g., spelling, sound substitution)
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#31052
$34.95
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These lessons help students move toward effortless processing of auditory and linguistic information.  The lessons individually and as group, teach students to recognize word sounds and to pair those sounds with letter symbols.  Each one- to two-page activity has a goal and a performance grid for easy measurement, identification of error patterns, and documentation of progress.  The lessons are grouped into two skill areas: 

Phonemic Manipulation
Children learn that words are made of individual sounds and combinations of these sounds affect the meaning of the word.  The tasks focus on listening to the sounds that make up words, differentiating between similar sounding words, and manipulating both the syllables and the phonemes that make up the words.  The lessons develop these skills:

Rhyming  Word Awareness
Syllables Phonemic Isolation
Phonemic Segmentation          Phonemic Blending
Phonemic Deletion Phonemic Addition
Phonemic Substitution Phonemic Rearrangement

 

Phonic Manipulation  
Children learn to associate letters with sounds and generalize the letter sounds to new words.  They practice manipulating letters in words and spelling words.  The lessons develop these skills:

Letter Recognition Rhyming Awareness
Sound Spelling Sound Naming
Phonic Substitution             Phonic Addition
Phonic Deletion Phonic Rearrangement
Word Spelling Word Reading

 

You may purchase Acoustic-Linguistic Tasks individually or as part of the Differential Processing Training Program 3-book set.  The 3-book set consists of:

Differential Processing Training Program Acoustic Tasks
Differential Processing Training Program Acoustic-Linguistic Tasks
Differential Processing Training Program Linguistics Tasks

 

Copyright © 2007

Components
155 pages, performance grids, IEP goals
  • Phonological processing is causally related to the acquisition of speech, vocabulary, and literacy (Taylor-Goh, 2005).
  • Knowledge of letter-sound associations is an early indicator of future literacy (ASHA, 2001; Dodd & Carr, 2003).
  • Underlying phonological skills necessary for reading acquisition should be addressed in the early grades (Gillon, 2000).

Differential Processing Training Program Acoustic-Linguistic Tasks incorporates these principles and is also based on expert professional practice.

References

American Speech-Language-Hearing Association (ASHA). (2001). Roles and responsibilities of speech-language pathologists with respect to reading and writing in children and adolescents [Guidelines]. Retrieved February 16, 2010, from www.asha.org/docs/pdf/GL2001-00062.pdf

Dodd, B., & Carr, A. (2003). Young children's letter-sound knowledge. Language, Speech, and Hearing Service in Schools, 34, 128-137.

Gillon, G.T. (2000). The efficacy of phonological awareness intervention for children with spoken language impairment. Language, Speech, and Hearing Services in Schools, 31, 126-141.

Taylor-Goh, S. (2005). Royal college of speech & language therapists: Clinical guidelines. United Kingdom: Speechmark.

Author(s)

Kerry Winget

Biography

Kerry Winget, AuD, CCC-SLP/A, received her graduate training in speech-language pathology and audiology from Western Illinois University and her doctorate in audiology from the University of Florida.  She has provided speech services in a variety of settings, including acute and rehabilitation hospitals, outpatient clinics, and public school systems, as well as audiological services in a private practice office and outpatient hospital clinic.

The Differential Processing Training Program is Kerry's first publication with LinguiSystems.

Introduction

Speech-language pathologists are seeing more and more students referred for suspected auditory processing difficulties.  Referrals made by the classroom teacher may describe a student with difficulty following verbal instructions and sequential directions, distractibility, inconsistent academic performance, poor spelling and reading skills, and/or poor participation in group work.  These types of behaviors, however, are common across a variety of diagnoses, including auditory processing, attention deficit, and specific language disorders.  Effective screening and evaluation procedures help define the student's location of breakdown in auditory to linguistic processing ability, allowing more productive use of treatment time with focused treatment materials.  Available instruments include Differential Screening Test for Processing (LinguiSystems, Inc.), SCAN-C: Test for Auditory Processing Disorders in Children (Harcourt Assessment, Inc.), and Test of Auditory-Perceptual Skills-Revised [TAPS-R] (Psychological and Educational Publications, Inc.).

There are three books in the Differential Processing Training Program:

  • Differential Processing Training Program Acoustic Tasks
  • Differential Processing Training Program Acoustic-Linguistic Tasks
  • Differential Processing Training Program Linguistic Tasks

These books contain sets of tasks developed to provide hierarchical practice across the continuum of auditory and linguistic processing.  Used together, they provide material to strengthen the auditory foundations of basic sound difference awareness, manipulating those skills in sound and letter use, and finally mastering those skills in prosodic features and language efficiency.  Each book may be used in isolation or in the continuum of related skills at that processing level.

Differential Processing Training Program Acoustic-Linguistic Tasks is divided into two sections: Phonemic Manipulation and Phonic Manipulation.  Each section provides tasks arranged in a hierarchy for effective practice of acoustic-linguistic translation skills.  Tasks work toward effortless use of auditory and linguistic skills to recognize word sounds and to pair those sounds with their letter symbols.

There are a variety of treatment materials currently available that address various parts of the central auditory processing skills spectrum.  The goal of the three books in the Differential Processing Training Program is to give the speech-language pathologist a range of related materials to use with all children with language processing difficulties, regardless of whether those difficulties begin with non-linguistic or linguistic language performance.

The Differential Processing Training Program was designed to help expand therapy resources for processing, from both the auditory and linguistic perspectives.  I hope you find these exercises as exciting and effective as my clients have.

Kerry