[SENco-forum] Philip's research

If I've understood previous postings by Philip correctly (and I hope he'll

In broad terms you are absolutely right, speech is perceived more in 
relation to articulatory cues than acoustic.  There are just too many 
sources of acoustic variation in speaker's voices, such as accent, age, 
gender, mouth size etc.  However we all make the the same sounds in the same 
way and in the same place so there is less variance in how we make speech 
sounds.  Mother Nature as as always being economical so she has fixed on 
articulation as the method for dealing with incoming speech.   You perceive 
incoming speech in reference to what your speech mechanism would have to do 
to match the incoming sound.  This means that there is a translation process 
involved (from their voice to yours) and it may be that in some this causes 
'signal loss' with consequent mismatch between what was heard and how it was 
produced.  The signal loss is most likely associated with the fact that you 
monitor your own speech through the bone voice but hear the speech of others 
via the air voice.  Air and bone conduct sound in different ways and this 
may be a source of difficulty for some.   It may be that APD (in relation to 
reading and spelling) in some cases involves problems in dealing with 
incoming speech sounds.  Speech and non speech sounds are dealt with by the 
brain indifferent ways and in different places.  It is an area that needs to 
be looked at.   I would like to work with individuals with APD to see if 
there is any benefit from the technique.  I am quite happy to take on a 
small group of individuals, no more than five,  with diagnosed / suspected 
APD for a term at no cost as long as I can retain all data.   This would 
involve about one hour per week per subject directly working with a tutor, 
(possibly myself)  and another 20 minutes a day in self directed 
individually paced practice.

Philip EP
----- Original Message ----- 
From: "Mary Kelly" <mary.kelly4 at ntlworld.com>
To: <SEN at tringham.net>; "'Becta Senco'" <senco-forum at lists.becta.org.uk>
Sent: Saturday, September 15, 2007 9:31 AM
Subject: RE: [SENco-forum] Philip's research

> If I've understood previous postings by Philip correctly (and I hope he'll
> correct me if I haven't) the major fact behind his work is that the child
> needs to link the graphemes to the articulation movements that he/she 
> needs
> to make in order to voice that phoneme. That is, it's not the linking of 
> the
> graphemes to the phonemes directly, but the linking of the graphemes to 
> the
> articulation movements - or at least to their memory "trace". I also think
> I've learned that this could be the reason why phonological difficulties 
> may
> be distinct from more general APD difficulties. Am I right please Philip?
> Mary
>
> -----Original Message-----
> From: senco-forum-bounces at lists.becta.org.uk
> [mailto:senco-forum-bounces at lists.becta.org.uk] On Behalf Of
> SEN at tringham.net
> Sent: 15 September 2007 08:52
> To: Becta Senco
> Subject: RE: [SENco-forum] Philip's research
>
> The basis of Alpha to Omega (programme for those with dyslexia) is to find
> where the student is at, help them learn a piece of information that has 
> not
> 'stuck' for example a word family such as 'tch' or as smaller units
> atch/itch/etch/otch/utch and then incorporate these in dictation 
> sentences.
>
> For this part the student listens, repeats and then writes.
>
> The repeating part has to be correct before the student starts to write.
> The repeating out loud helps support memory problems. You do not have to 
> use
> the sentences per se. Any sentences can be used and varied in content or
> length depending on the students interests or ability.  I do the same for 
> my
> English as a second language students.  We learn something new.  We 
> rehearse
> it orally and fit it into conversational sentences and the writing part
> comes last. I do not consider it properly learned until I hear them use it
> again without prompting and finally that they use it in written work.
>
> I studied to teach EFL before I studied to support students with dyslexia
> and I find the 2 remarkably similar.  I think for someone with dyslexia
> learning English is like learning a second language.  To demonstrate this
> feeling of being 'all at sea' get someone to listen to a set passage and
> then ask them to answer questions on it that have been set in another
> language or in code.  My daughter used to feel like this in many lessons.
> She listened, she understood and had opinions, none of which she could get
> down on paper due to the questions appearing to be in a code that everyone
> else seemed to have a key for , but that she could not break.
>
> Listening to oneself may not bring about miracles for everyone, but it is
> likely to be very beneficial for some and be a tool to help others, if 
> this
> is an area of weakness for them.
>
> Sharon
>
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