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

Aly responded  'It is also a program which needs no adult intervention, 
"Very useful whenyou 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."

When I was experimenting with another programme, I found that when teachers 
sat at the computer with the child,  progress ceased and only restarted when 
the child was able to interact directly and freely with the programme. This 
was because reading is an interaction between the reader and the text. When 
a third party became part of the process, reading naturally ceased.

Reading can never be a three-way process, it is by its very nature a two-way 
process.
Eddie C.

----- Original Message ----- 
From: "barbara" <barbht at saqnet.co.uk>
To: <Olanys at aol.com>; <senco-forum at lists.becta.org.uk>
Sent: Monday, August 21, 2006 9:53 PM
Subject: RE: [senco-forum] Developing listening skills in 
secondarypupils-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