When I came across this product I almost passed it by as the title on the box is specific to auditory processing. When I looked further into the product I became excited about it as it was designed to target the auditory skills students need for classroom listening, reading, writing and thinking tasks . Students with hearing loss in grades 1-6 sure need practice in these skills!
I also liked the fact that the 200 cards each have 3-6 stimulus questions organized by order of complexity within each of the following sections. This means that if you have these cards handy, you can use them to work on a variety of skills with different students or with the same students working on different skills over time. Compact and easy to carry in your school bag too! Karen Anderson, Director
No Glamour Auditory Processing Cards
Ages 6-11, Grades 1-6
These cards target the auditory skills students need for classroom listening, reading, writing, and thinking tasks. Students practice listening for specific objectives and formulating appropriate responses to questions.
200 4″ x 6″ double-sided, coated, picture/stimuli cards; 10 instruction cards
Improve reception and encoding of language
Respond appropriately to classroom and everyday questions
Each card is illustrated on the front with three to six stimulus items and suggested responses on the back. Tasks are organized by order of complexity within each section. The 200 cards target 10 auditory processing skills:
Students answer yes/no, true/false, and basic knowledge and reasoning questions.
Three items in the same general category are pictured on each card. Students listen to clues and identify the target item.
Students discriminate rhymes, generate rhyming words, identify the number of words in sentences, segment or form compound words, identify beginning and ending sounds, name words that start or end with a given sound, and delete syllables from words to form new words.
Students listen to, retain, and repeat specific parts of what they hear to answer questions about details in pictures.
Students name the main idea of a list of details and tell the main idea of a message.
Students differentiate informative sentences from directions. They learn to listen for specific pieces of information such as who, what, when, where, why, or how. They identify ambiguities in directions and learn to ask for more information.
Students listen to a story, then choose a title for the story, and answer questions about it.
Students listen to and process information and questions that contain negative markers (e.g., not, doesn’t, isn’t, can’t).
Students listen to a passage carefully in order to identify problems, predict their probable causes, and suggest appropriate solutions.
Students listen carefully to what they hear and identify errors and what doesn’t make sense.
These cards work well:
After assessing a student’s skills with
The Listening Comprehension Test 2 (ages 6-11 years)
The Listening Comprehension Test Adolescent (ages 12-17 years)
The Test of Auditory Processing Skills – 3 (TAPS-3) ages 4-18 years
And is the perfect complement to working on skills via the Spotlight on Listening 6 Book Set
Children with hearing loss are identified earlier and have access to better hearing technology than ever before. Even with these advantages, amplification alone will not result in typical auditory skill development. The listening skills needs of our students is one area that makes them different from other students with learning challenges. Skills must be developed and strengthened if they are expected to function in the mainstream setting. The 100% Listening books have been a favorite of speech clinicians for over a decade and are so popular because they are easy to use and really target needed skill development areas. View the Sample Pages to experience the easy use and applicability of these materials. This two book set is designed for typically hearing children ages kindergarten through grade 5. Because listening skill development delays continue to occur beyond grade 5 for students with hearing loss, these materials could be used with some students through the high school years. Karen Anderson, Director