![]() When a teacher is asking a student to make an auditory discrimination it might be necessary to clarify what property the student should be comparing: the component sounds? number of syllables? stress pattern? Auditory Discrimination and Students With Hearing LossĮrber (1982) notes that professionals working with students who have hearing loss often use an auditory discrimination task to determine the cause of an erroneous response to a different auditory task.Ī phonics lesson, for example, might ask a student to identify the letter associated with the phoneme -e- (as in bed) – an auditory identification task. An older student who is asked whether single and solo are the same might respond yes because they have similar meanings. Children who are often asked to identify the first sound or first letter of a word might say mop and mat are the same because they have the same first letter. Student: (optional: points to picture) cheep.Īlthough “Are they the same or different?” seems like a clear question, students can become confused about what the teacher is asking. Student: (optional: points to picture) sheep. Teacher: Please tell me what you hear: sheep. Teacher: Point to the card that shows the sound you hear. Teacher: Tell me if these sound the same: shhh (pause) ch. Comparisons of Discrimination and Identification Tasks Some examples can clarify the two categories of listening tasks. Discrimination tasks require a student to report whether two stimuli (never more) are “the same” or “different”.ĭiscrimination tasks are often confused with identification tasks. The properties being judged can be volume or intensity, duration, pitch, stress pattern or other feature. Generally, levels of complexity are described as the sound/phoneme level, word level, phrase/sentence level, and discourse/connected speech.Ī discrimination task requires a student to perceive differences and similarities between two sounds, words or longer utterances. Speech perception training also requires attention to the complexity of the listening task, or the amount of acoustic information in the message. Rather, a child might simultaneously be developing skills in two, three, or even all four categories, but at varying levels of complexity. These listening skills do not develop sequentially from one category to the next. Each skill set is described on web pages in the Listening (Auditory Skills) Development section. Speech perception skills can be described in four categories: awareness, discrimination, identification and comprehension. Speech perception is the set of listening skills that are essential for communicating by spoken language. Self-Concept: How the Child with Hearing Loss Sees HimselfĪUDITORY SKILLS FOR SCHOOL SUCCESS Auditory Discrimination:. ![]()
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