Students develop skills for language, reading, and writing with progressive tasks that help them attach meaning to and manipulate letter and sounds in words.
- Understand and use phonemes and graphemes
- Improve phonemic manipulation (e.g., syllable awareness, sound identification)
- Develop phonic manipulation (e.g., spelling, sound substitution)
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:
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:
|Phonemic Segmentation||Phonemic Blending|
|Phonemic Deletion||Phonemic Addition|
|Phonemic Substitution||Phonemic Rearrangement|
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:
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- 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.
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.