Mary-Lynn-- thank you so very much for pointing this simple but effective device out to the list.  This is produced commercially also --sometimes known as a Whisperphone--and is also used extensively in special ed to help dyslexics hear sounds they produce.   As you note, PVC pipe ( 2 elbows) works just as well.   It works especially well for adults, who, as I pointed out, have a much harder time with new sounds that young persons do.  

Teachers must realize they cannot control or correct what the learner is saying to him or herself-- so modeling before hand with a mirror is very important--and the practice of saying phonemes individually is especially helpful ( If they understand what phonemes are....)

Robin 




 


 

-----Original Message-----
From: Carver, Mary-Lynn <MLCarver at CLCILLINOIS.EDU>
To: The Focus on Basics Discussion List <focusonbasics at nifl.gov>
Sent: Wed, 20 Feb 2008 4:17 pm
Subject: [FocusOnBasics 1091] Re: (no subject)




































Sarah (&
Robin)–



Also
anecdotally, one of our volunteer literacy tutors used to buy PVC piping (2”)
joints and make a U shaped “phone” that her students would say the
sounds into and hear them that way.  She had them stretch out the phonemes in a
syllable and try to hear the sounds in isolation.  For many of her students, it
was the first time they had heard the sounds individually and it really helped. 
Very inexpensive, but effective!






Thanks,

Mary Lynn Carver

ABE/GED Instructor

College of Lake County

Building 4, Office 405

19351 W. Washington Street

Grayslake, IL 60031

Phone:847/543-2677

mlcarver at clcillinois.edu

Fax: 847/543-7580 

"You can bomb the world to pieces, but you can't bomb the world to
peace.." Unknown



















From:
focusonbasics-bounces at nifl.gov [mailto:focusonbasics-bounces at nifl.gov] On Behalf Of Sarah Beaman-Jones

Sent: Wednesday, February 20, 2008
2:25 PM

To: The Focus on Basics Discussion
List

Subject: [FocusOnBasics 1090] Re:
(no subject)






 



Robin,



Several years ago when Parents As Teachers focused on brain development, they
talked about windows of opportunity for learning.  They stressed that
although the window is closed, it is possible to “shout through the
window”.  During the training I received, it was stressed that there
is always a possibility for learning.



Regarding the phonemic awareness issue, I read, but can not cite, an
interesting experiment.  The focus of the experiment was to train Japanese
adults to hear the difference between the r and l sounds.  The process was
to use a speaking computer and have the sounds drawn out very, very slowly.
 The concept was that teachers do not speak slowly enough or consistently
enough to have an impact.  [I have noticed, for example, that some adults
who have been to speech therapy will say ‘arah’ for r.  We all
tend to add a sound to consonants.]  The result of this experiment was the
the subjects were able to hear the difference in the two sounds and, having
heard it, they were able to correct their pronunciation.





Sarah Beaman-Jones 

Literacy Program Director



LIFT-Missouri

815 Olive Street, Suite 22

St. Louis, Missouri  63101



1-800-729-4443 ext. 206

www.lift-missouri.org










 





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