ERIC Number: ED184105
Record Type: RIE
Publication Date: 1979-Apr-25
Reference Count: 0
Auditory Conceptualization: A New Dimension to Phonics.
A teaching technique that leads to auditory conceptualization--the ability to determine the number and order of sounds embedded within syllables--shows promise of measurably improving the reading proficiency of children of all ability levels. Based on C. and P. Lindamood's published technique, "Auditory Discrimination in Depth," the procedure stresses the oral/kinesthetic attributes of consonant and vowel sounds. Children are taught through discovery to feel the action of the lips, tongue, and teeth in the production of each vowel and consonant sound; they then use this knowledge to aid in the encoding and decoding of syllables. Throughout, the emphasis is for children to discover each step for themselves. The orderliness of the instructional steps, plus a strong reliance on manipulative materials, allows students to develop mental images of the basic phonic system, providing the framework to which phonic skills can be related in an organized, logical, and retrievable manner. Taught to all first graders in the Arco (Idaho) Elementary School since 1974, the technique is credited with causing a dramatic rise in students' scores on the reading subtest of the Iowa Tests of Basic Skills--from sixty-sixth percentile for grades two through five in 1974 to eighty-sixth percentile in 1978. Teachers have also observed great progress in the work of individual children of all ability levels. (GT)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Auditory Discrimination in Depth Program
Note: Paper presented at the Annual Meeting of the International Reading Association (25th, Atlanta, GA, April 23-27, 1979).