![]() With practice, students can work with more sounds and more complex combinations and then move onto the syllable, sight word, and text reading levels. In tracking, students work on blending sounds and manipulating combinations of sounds using colored magnets pseudowords are used in order to build reliance on phonology, rather than sight words. Younger students follow a vertical approach by learning particular groups of consonants and vowels and then tracking immediately. In a horizontal approach, older students learn all of the consonants and all of the vowels together before tracking. Two sound sequence approaches are used in LiPS. Using mouth pictures, colored magnets, and magnets with letters and syllables, sounds are first taught in isolation. Daily instruction is intensive and individualized. LiPS is implemented in schools, clinics, or private tutoring settings. Can be used as supplementary material for typically developing children.Central auditory processing disorders (CAPD). ![]()
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