![]() Words frequently misread are three-letter words in which only the vowel sound is different, for example, /pen/ and /pin/.Ĭritchley noted that the reading-disabled child cannot detect differences in the auditory properties of letters and words. Even more challenging are short vowel sounds, especially /e/ and /i/. The most apparent difficulties are in certain consonantal sounds, such as /b/ and /p/, /m/ and /n/ or /d/ and /t/, etc. ![]() This problem is aggravated when the child cannot sort through or ignore background noises and voices. The child has difficulty differentiating between similarities and differences in the sounds of letters and words. The difficulty is compounded when the child also has a memory disorder. ![]() The child’s most significant difficulty lies in comprehending that although the English alphabet consists of only 26 letters, there are 44 phonemes that the names of the letters are different from their phonemic properties that few letters have only one sound which remains constant that combinations of certain consonants and vowels produce entirely different sounds that certain consonant-vowel combinations change the sound that there are hard, soft and silent sounds depending on the positioning of the letters in words, etc. This means the child cannot make the association needed between the graphemes and their phonemes. Johnson and Myklebust described dyslexia as a breakdown in inter-neurosensory processing. Sutaria ( Specific Learning Disabilities: Nature and Needs), are difficulties in sound-symbol association auditory discrimination difficulties problems in auditory analysis and synthesis auditory sequencing difficulties auditory memory problems omissions, additions and substitutions mispronunciations and hesitations and repetitions. Among the manifestations that characterize auditory dyslexia, according to Saroj D.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |