[senco-forum] Developing listening skills in secondary pupils-Eddie's CD

'Multi-sensory  reinforcement does not aid a defiicit in one modality if you

are remediating  that modality -you have to work on that modality in
isolation 
or it just  confuses the issue.'

I feel that this is a nonsense statement as the whole point of multisensory
is to provide pegs/props -in this case visual- on which to hang the weaker
input -in this case auditory.
What we are hopefully doing as with all teaching , is using the child's
strengths to develop weaker areas.
How would you suggest that we could /should be working on the auditory is
isolation ? ( facetious comments come to mind such as having child in
blacked out room and whispering instructions etc to them)

'It is also a program which needs no adult intervention, very useful when
you 
want to sit a child in front of a PC while you get on with something else,  
no wonder teachers will jump at it...it's so much easier than acutally
working  
with a child.'

Have you never observed teachers who sit with pupils  whilst they work thro
a computer  exercise or worksheet, or as I often do multitask - individually
teaching one child or listening to one reading whilst the other 3 are
working on pc/ sheets/drawing a poster to reinforce a spelling pattern with
my (generally) watchful eye on them - the child I'm individually teaching
knows that over the period of time I will continually interact with the
others as well - no using a pc programme is not a soft option!  Barbara ht 

-----Original Message-----
From: senco-forum-bounces at lists.becta.org.uk
[mailto:senco-forum-bounces at lists.becta.org.uk] On Behalf Of Olanys at aol.com
Sent: 21 August 2006 12:02
To: senco-forum at lists.becta.org.uk
Subject: Re: [senco-forum] Developing listening skills in secondary
pupils-Eddie's CD

I'm sorry Eddie, I know your intentions are well meant but I have real  
problems with the effectiveness of this task.

If the child has a good visual memory then the listening would be a  
secondary cause of their being able to take down the dication...they will
have  seen 
the passage and have had the difficult words presented to them prior to  
dictation. No wonder they might show success at the task, especially if they
can  
take as long as they like to do it!

"This provides pupils with a prior additional and complete auditory  
familiarity
with the dictation piece. Pupil can opt to have a second  listening to this
recital."

If the same child were given a piece of dictation in the real world, a real

mainstream classroom, there would be no prior familiarity, no pre-learning, 
they  would not have been given the piece beforehand and the results would
be 
very  different. This activity does not prepare children to really listen or

take down  unseen and unheard dicatation.It gives them the false impression
that  
they could do so. Also they will not be allowed to transcribe dicatation in

class at their own pace but at the pace of the teacher.

With a large amount of such very visual reinforcement, please explain how  
does this aids listening, which seems to be a minimal consideration?  

Multi-sensory  reinforcement does not aid a defiicit in one modality if you 
are remediating  that modality -you have to work on that modality in
isolation 
or it just  confuses the issue. If a child attempting this has a visual 
deficit, the words  will be no aid, if they have an additionall listening
deficit 
which is presumed  for them to be attempting this "listening" remediation in
the 
first place, they  will be doubly disadvantaged. And if they have memory 
problems or writing  difficulties...well it speaks for itself. It attempts
to do 
to much with  children that have problems in too many areas and teaches them

very  little.

Your program is very useful in teaching children how  to write down what
they 
have already seen, heard and are familiar with, which  can aid them in 
learning how to take dication in principle for those that are  unfamiliar
with it 
and have no learning difficulties to overcome, but which in  real terms
means 
very little because real life doesn't work like  that. 

If children have pre-learned material they will  succeed better - this is a 
fact and something that children need in mainstream.  Take that away and the

children will fare no better than if they had never  attempted the program.

It is also a program which needs no adult intervention, very useful when
you 
want to sit a child in front of a PC while you get on with something else,  
no wonder teachers will jump at it...it's so much easier than acutally
working  
with a child.

Best wishes,
Aly

Chair Auditory  Processing Disorder in the UK/APDUK

www.lacewingmultimedia.com/APD.htm 
www.apduk.org