![]() ![]() It is needed for listening, speaking, reading, and writing-the four modes of language that make up the majority of our communication. Processing is both perceiving and attaching meaning. Processing sounds allows a baby to learn that babbling /ma-ma/ attaches to mama/momma, becoming the word mommy likewise, babbling /da-da/ attaches to dada, becoming the word daddy. It is the brain’s ability to manage and manipulate phonemes, and to attach meaning to sounds in both spoken and written language. Phonological processing refers to a cognitive skill critical to our language development. ![]() Phonemes are the sounds we articulate to make words, and the sounds we hear within words. Different spoken languages across the world have their own set of sounds or phonemes. Phonemes are meaningful sound units in our language system. Can we attach meaning to sound? Can we prioritize meaningful sounds and ignore background noise? Can we localize where sounds come from? Sound processing is our ability to manage and utilize the sounds we hear. Is hearing within average range? Do we have hearing loss or chronic ear infections that impede our ability to perceive sounds? Sound acuity is our ability to hear sounds (i.e. To understand how we build phonological processing skills, we first need to clarify some terms: When we put all these components together, consistently practiced through various levels of reading and writing, we call this a multi-linguistic approach. We also know that skills must be efficiently coordinated to achieve fluent reading and writing. At RIL, we recognize that literacy skills need to be explicitly taught: phonological processing, orthographic knowledge, and morphological awareness (all defined in the previous blog post: What is a Comprehensive LA Program?).
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