How to Speech
Track?
1. The parent or Auditory–Verbal Therapist reads a passage to the child
and the child repeats exactly what s/he has heard.
2. The information is presented through listening alone.
3. After the child tracks then s/he is reinforced by seeing the illustrations.
Why Is Speech Tracking
Effective?
Children learn to talk by saying what we hear and hearing what we
say. This is the natural way children learn the language of their family. Speech tracking incorporates
the child’s Auditory-Feedback Loop to self-monitor his/her speech and spoken
language.
Children who are deaf or hard of hearing with natural sounding
speech have developed this by using their Auditory Feedback Loop by listening
rather than looking. Too much emphasis on visual cues most often leads to
unnatural sounding vocal pitch, melody, volume and exaggerated speech patterns.
It is impossible to lip-read or learn natural suprasegmentals of speech through
vision. Hearing not vision conveys this information.
Tips to
Begin Speech Tracking
MATERIALS: The material you select should be within your child’s
language level, an interesting topic or story to hold your child’s attention.
If it is too easy your child will be able to guess at the words s/he misses
auditorily. If the language level is too high, your child will become
frustrated and want to give up.
Storybooks are most commonly
used but a child’s homework reading can also be included as well as personal
stories told about the child’s own experiences. Attentive listening and remembering are easy
when children begin to look forward to speech tracking at bedtime. Many of my
AV families’ speech track one book and then Mom or Dad reads the other nighttime
stories.
TARGETS: You may be surprised how many fine errors your child makes that you do not notice in ongoing conversations. Use acoustic highlighting techniques to correct fine discrimination and thus production errors. These errors are often in unstressed words or morphology, those that are uttered quickly and tend to be concentrated at the high frequency end of the speech spectrum.
TARGETS: You may be surprised how many fine errors your child makes that you do not notice in ongoing conversations. Use acoustic highlighting techniques to correct fine discrimination and thus production errors. These errors are often in unstressed words or morphology, those that are uttered quickly and tend to be concentrated at the high frequency end of the speech spectrum.
For example:
When your child misses part of the word, phrase or sentence, simply repeat it again. If your child continues to miss it try a shorter phrase, slow down, or alter your pitch. You can emphasize key words or unaccentuated words.
· Articles
such as: the vs. a
· Grammar
such as have vs. has
· Pronouns
such as he vs. she
· Prepositions
such as is and are
· Contractions
such as can vs. can’t
· Plurals
|s|, |z|, and |es|
· Possessives
|s|
·
Past tense verb forms ending in |d|, |t|, and |ed| and irregular
forms such as "fall/fell" which differ only by an embedded
vowel.
When your child misses part of the word, phrase or sentence, simply repeat it again. If your child continues to miss it try a shorter phrase, slow down, or alter your pitch. You can emphasize key words or unaccentuated words.
If you want to keep track of your child’s progress, Speech tracking can
be scored in number of words correctly repeated per minute. You may want
to do this once a month to see progress over time.
Please note: Speech Tracking is very effective for children with Auditory Processing Disorders who have some of the same spoken language needs.
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