Auditory Learning Guide

SOUND AWARENESS PHONEME LEVEL** DISCOURSE LEVEL SENTENCE LEVEL WORD LEVEL
(Speech and Environmental Sounds) (Speech Babble) (Auditory Processing of Connected Speech)

Step 1 - Detect * the presence of any Step 1 - Imitate physical actions (before Step 1a - Imitate motions of nursery Step 1 - Identify familiar stereotypic phrases or Step 1a - Identify and imitate approximations of “Learning To
speech syllable. speech imitations). rhymes/songs with acompanying sentences. Listen” sounds varying in suprasegmentals and vowel content, e.g.,
vocalization. (a-a-a)/airplane, (u)-(u)/train, (oi) (oi)/pig in isolation, at the end,
and then in the middle of a sentence.
Step 2 - Detect * vowel variety, [u] [a] [i] Step 2 - Imitate any phoneme that child Step 1b - Identify nursery rhymes or songs. Step 2 - Recall two critical elements in a message. Step 1b - Identify one, two, and three syllable words in ioslation,
and raspberries [b-r-r]. produces spontaneously when given hand e.g., cat vs. chicken vs. kangaroo.
cue (or other cue).
Step 3 - Detect * consonant variety, Step 3 - Imitate varying suprasegmental Step 2 - Answer common questions with Step 3 - Recall three critical elements in a Step 2 - Identify words having the same number of syllables but
e.g., [m-m-m], [b^] [b^] [b^] and [wa] qualities in phonemes (vary intensity, abundant contextual support, e.g., “What’s message. different vowels/diphthongs and consonants, e.g., horse vs. cow vs.
[wa]. duration, and pitch) aeeee (long) vs [ae ae] that?”, “Where’s mama?”, “What is _____ sheep.
(pulsed); [ae-ae] loud/quiet/whispered; [ae] doing?”
high/mid/low pitch.
Step 4 - Detect * the presence of Step 4 - Imitate vowel and diphthong Step 3 - Identify a picture that corresponds Step 4 - Complete known linguistic messages from Step 3a - Identify words in which the initial consonants are the
environmental sounds at loud, medium variety, e.g., [u], [ae], [au], [i], etc. to a story phrase in a three or four a closed set (ex: nursery rhymes, songs, familiar same but the vowels and final consonants are different, e.g., ball vs.
and soft levels at close range, at a scene-story. stories). bike.
distance of 6-12 ft and at a distance of
greater than 12 ft.
Step 5 - Detect * whispered [hae] [hae] Step 5 - Imitate alternated vowels and Step 4 - Identify an object from several Step 5 - Answer common questions about a Step 3b - Identify words in which the final consonants are the same
and [p] [p] [p]. diphthongs, e.g., [a-u] [e-i] [a-i]. related descriptors (closed set). disclosed and familiar topic: a) without pictorial but the vowels and initial consonants are different, e.g. food vs.
cues b) over the telephone c) on audio/video. card.
Step 6 - Detect * the sounds of the Six Step 6 - Imitate consonants varying in Step 5 - Follow a conversation with the Step 6 - Recall four or more critical elements in a Step 4 - Identify words in which the initial and final consonants are
Sounds Test. manner (fricatives, nasals, and plosives). topic disclosed. message to follow multiple element directions. identical but the vowels/diphthongs are different, e.g., book vs.
Use phonemes previously produced, e.g., back.
/h/ vs. /m-m-m/ vs. /p/.
Step 7 - Detect * the sounds of the Six Step 7 - Imitate consonants differing in Step 6a - Answer questions about a story Step 7 - Complete known linguistic messages Step 5a - Identify words in which the vowels and final consonants
Sounds Test at various distances. voiced vs. unvoiced cues, e.g., [b^] [b^] vs. with the topic disclosed. (open set). are identical but the initial consonants differ by three features -
[p] [p] and then with vowel variety, [bobo] manner, place of articulation, and voicing, e.g., mouse vs. house.
[pae-pae].
Step 8 - Locate the direction of sound if Step 8 - Alternate consonants varying in Step 6b - Answer questions about a story Step 8 - Follow open set directions and Step 5b - Identify words in which the vowels and initial consonants
amplified bianurally. place cues, first with varying vowels, e.g., with the topic disclosed; story is instructions (disclosed). are identical but the final consonants differ by three features -
/ma-ma/ /no-no/; /go-go/ /bi-bi/, etc. teacher-recorded. manner, place of articulation, and voicing, e.g., comb vs. coat.
Step 9 - Alternate syllables with varying Step 7 - Recall details of a story (topic Step 9 - Recall specific elements in a sentence by Step 6 - Identify words in which the vowels and the final/initial
KEY
consonants and same vowel, e.g., [bi], [di], disclosed. answering questions about an undisclosed but consonants are identical but the initial/final consonants differ by
Year 1 The color codes in the
[ho], [go]. familiar topic. two features: a) manner and place (voicing in common), moat vs.
chart designate auditory
Year 2 goat; b) manner and voicing (place in common), man vs. pan; c)
behaviors to be mastered
place and voicing (manner in common), boat vs. coat.
by the end of the specified
Year 3 Step 8 - Sequence the events of a story Step 10 - Repeat each word in a sentence exactly. Step 7a - Identify words in which the vowels and final consonants
year, given optimally fitted
hearing devices. (topic disclosed). a) predictable sentences “I’m going to the grocery are identical but the initial consonants differ by only one feature -
Year 4
store to buy cereal and milk.” manner of articulation, e.g., ball vs. mall.
b) less predictable sentences “A woman hit me so I
This guide is intended to aid professionals in the beginning stages of learning an told her to calm down.
auditory-based approach. As professionals acquire more experience in auditory Step 9 - Retell a story with the topic Step 11 - Recall specific elements in a sentence by Step 7b - Identify words in which the vowels and the initial
teaching, children should progress more rapidly. disclosed, recalling all the details in answering questions on an undisclosed topic. consonants are identical but the final consonants differ by only one
sequence. feature - manner of articulation, e.g. cloud vs. clown.
The information on this chart was adapted from Judy Simser’s article in the Volta
Step 10 - Make identification based on Step 8a - Identify words in which the vowels and final consonants
Review (1993) (**items), from the Auditory Skills Program, New South Wales
several related descriptors (open set). are identical but the initial consonants differ by only one feature -
Department of School Education , from the Foreworks Auditory Skills Curriculum (1976,
voicing, e.g., coat vs. goat.
North Hollywood, CA), and from teacher input.
Step 11 - Follow a conversation of an Step 8b - Identify words in which the vowels and initial consonants
Notes: undisclosed topic. are identical but the final consonants differ by only one feature -
*A detection response could include turning head, pointing to ear, clapping, dropping a voicing, e.g., bag vs. back.
toy in a container, etc. Step 12 - Retell a story about an Step 9a - Identify words in which the vowels and final consonants
undisclosed topic, recalling as many are identical but the initial consonants differ by only one feature -
Reference: details as possible. place of articulation, e.g. bun vs. gun.
Simser, J.I. (1993). Auditory-verbal intervention: Infants and toddlers. Volta Review Step 13 - Process information in noise and Step 9b - Identify words in which the vowels and initial consonants
95(3): 217-229. at various distances. are identical but the final consonants differ by only one feature -
place of articulation, e.g. sheep vs. sheet.
Acknowledgement:
Originally developed for First YEARS, a training program for professionals in listening
Step 14 - Process group conversations.
and spoken language developed in partnership and offered by The University of North Revised: 09/15/16
Carolina at Chapel Hill and The Alexander Graham Bell Association for the Deaf and
Hard of Hearing with funding from the Oberkotter Foundation. ©Beth Walker, 2009