![]() ![]() It allows to determine the direction from which a sound comes, therefore, the source of the sound, this ability allows the child to hear sounds in the correct sequence, that is, “state of mind” and not “fatality”. Initially, they may need some guidance with this task, but they are usually picked up quite quickly as syllables form a natural part of speech. It is also important to start with short words (for example, bird, clap) and then progressively move on to words with more syllables (for example, spider, two claps fa – mi – lia, three claps) and so on with words longer. Teach the clapping game , where you ask children to ‘clap the different parts of words’. Closely connected to the auditory closure is the process of syllabification (dividing words into their different syllables). ![]() Play the following guessing game: Give the children the first syllables of a word and ask them to “guess” what word you are trying to say. Aero… (line) Dino… (saur) Rhinoceros) Hippo… (tamos) etc.Play with popular rhymes or popular songs , replacing as many rhyming words with similar sounding words. Have a competition to see who can make up the dumbest rhyme or put together a book of your own lullabies.Īllow the child to complete or add sounds that were not heard, to understand what was heard. For example, when the teacher talks and a truck passes by, they may only hear the sound the truck makes and need a hearing aid to understand that the teacher meant “Go get your book.”.Play around with rhyming words (for example, “The fat cat sat on the rug patting the rat with his hat”).Take five glasses, fill them at different heights with water, and let the child use a spoon to tap against the side of each glass and have him listen to the different sounds they make.
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