DO YOU HEAR WHAT I HEAR
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emphasis on formal testing, reading delays occur. Reading comprehension
assessments show that the major weakness for the elementary school is students’
inabilities to read for meaning and to make inferences (Micek, 2000). A gap
exists between the ability to decode words and the ability to give adequate meaning
to the words being read. This gap sets the problem that prevents reading
success today. No Child Left Behind (2002) tells us that all students must
learn to read on grade level and must read with proficiency. The American
Federation of Teachers stated that research now shows that a child who does not
learn the reading basics early is unlikely to learn them at all (Moats, 1999).
New scientific research has found new ways to save young minds by helping them
to become proficient readers (Bruer, 1999). A probable cause for the problem is
absence of individualization of reading instruction to provide a variety of
reading strategies that are designed specifically for each student. After a
reading problem is identified, the method of instruction must change to
emphasize the learning style strength of the child. Teachers must attempt to
improve reading by constructing new goals and instructional approaches (Santa,
1997). The skill of reading is extremely complex. It involves several different
processors in the brain. It is a combination of several physical and mental
skills (Micek, 2000). Nunley, 2002, states the one major problem is that
teachers use a traditional approach based on lecture and verbal discussion to
teach. She found that only 20% of the students are auditory learners.
Therefore, methods must be used that help enhance auditory reception.
is introducing tools that are user friendly and can be adapted to any classroom
environment. The goal is to use the auditory enhancement technology to improve
reading comprehension and standardized test performance. Auditory feedback
reinforces the meaning of what the student has just read. With a 1-leant
amplification system, the student can read the test aloud for sustained
attention and content mastery. Application can be individual or in a group. It
is an opportunity for more internal monologue, which is difficult for some
students to produce. Therefore, external sounds seep in to what the student is
hearing himself read and the student loses auditory attention. Lindamood (1997)
stresses the importance of emphasizing sensory cognitive factors in order to
improve reading. The Hearit system meets this need because of the feedback
allowed for the learner when surrounding sounds and distractions are removed. Lindamood-l3ell
(2002) goes on to say that phonological awareness is vital in being able to
distinguish word sounds and differences. Awareness of the constituent sounds of
the words is enhanced by using the Hearit system. The feedback for the learner
is instant. Only the natural voice of the teacher or student is heard and
excitement develops as the student can hold onto what he recently heard. The
equipment can be used with an individual, in a small group, or with an entire
classroom. Frustration will decrease and motivation will rise. The tools are
very portable so the student can learn to use them independently. The result
can be astounding.
the teacher explain what is to be read or what the information was about is an
example of auditory perception. This is an input process which helps get
information into the brain from the ears. Peripheral noises tend to protrude
and interrupt what the student hears. It appears as if the student is not
paying attention. Therefore, focus on the words being read does not occur.
Hearit puts an end to this problem and allows the student to put meaning to
what was heard. Therefore, comprehension increases and formal test scores rise.
Bruer, J. T. (1999). In search of... brain based education. Phi Delta Kappan, 80, 648.
Lindamood-Bell Term Definitions. (200.1). Retrieved March 8, 2003, from http://www .lindamoodbell.com/definitions
Micek, C. R. (2000). Reading comprehension in today’s classroom: Processes, problems, and strategies. Retrieved February 21, 2003, from http://christym7.tripod.com
Moats, L. (1999). Teaching reading is rocket science (American Federation of Teachers Item No. 372).
No Child Left Behind. (2002). Retrieved June 8, 2002, from http://www.ed.gov/nclb/ overview/intro/index.html
Nunley, K. (2002). The research on reading. Applied Psycholinguistics, 21(2), 1-6.