How to teach children with auditory processing deficits

Hi,
Teach your students the words wet and sit. Have them say (repeat after teacher) and write the words, and mark the short vowels. (I also have my students do this with cat, hot, and up). Then have them do the same for any words in their text that use the vowels, using wet and sit for your example words whenever they are having difficulty correctly pronouncing the sounds. In other words, they read and say wet and sit as many times as needed for them to get the sounds straight. Same idea for cat, hot, and up.

If you would like to read a paper I have written to help teach students like this, google learntoreadnow and read my blog.

I will be presenting my paper and my method at the International Conference of Learning Disabilities of America in Pittsburgh in February.

Anita learntoreadnow

Hi Margo,
Have you tried using word contrasts to highlight the difference:
bet/bit, get/git, let/lit, met/mit, net/nit, pet/pit, set/ sit,…
Geoff,

You can have the child “test” the sound with a fingertip. For the short i, you can barely fit a fingernail between the upper and lower teeth. For the short e, you can insert the tip of the finger between the teeth.

I think it’s Lindamood-Bell that teaches the circle of vowels. I can’t remember the exact sequence, but it goes from a full, open mouth to the short i position. LMB uses pictures of the mouth and a mirror to teach associations between kinesthetic placement and sound.

Nancy

OUr tactic with confusing things was to *not* contrast them - and sometimes it even works ;)

So in our Orton-Gillingham program, we did short a first, then short i, then o, then u… and **then** e because it’s the most easily confused.

We also did the LMB kinesthetic things… but e/i confusion is still prevalent… but it is among folks without auditory processing difficulties, too.