ABCs 4 SLPs: G is for Guest Posts - Speech Time Fun Presents Tips and Ideas for Working on Auditory Comprehension
The fourth guest blogger this week is Miss Speechie of Speech Time Fun! She has been blogging longer than me and has a lot of great resources on her Teachers Pay Teachers, so I definitely recommend checking out her site!
Miss Speechie, M.S. CCC-SLP is a licensed Speech-Language Pathologist and author of the blog Speech Time Fun. She currently works with elementary students and private clients in a home care setting. Find her on Facebook, Twitter, Pinterest, and Teachers Pay Teachers.
Continue reading for Miss Speechie's tips and ideas for working on auditory comprehension in the speech and classroom settings!
Many students with auditory comprehension difficulties are found on a SLP caseload. This skill strongly impacts academic performance. Students with this difficulty with have trouble with:
- Following classroom routine & directions
- Understanding classroom instruction presented orally
- Recalling and comprehending stories heard
- Answering questions about information heard
- And so much more!
There are many strategies I use to teach my students how to compensate for this difficulty and advocate for themselves. One strategy/technique/program I use in my speech rooms is the Whole Body Listening strategy. There are tons of materials available from Kristen Wilson and Elizabeth Sautter that I recommend using in the speech room. I often start off the school year introducing this strategy and practicing it in a variety of activities. I have trained the classroom teachers with the lingo from this program and it has helped with carryover.
Once students understand the appropriate listening behaviors, I teach them how to advocate for themselves. I set up situations which they will DEFINITELY not be able to comprehend what I had said (such as covering my mouth, mumbling, saying nonsense words). I model and provide visual guides on things to say and/or to help the situation.
- Ask me to repeat it.
- Say it back to me and ask if that is correct.
- Ask me if I can explain it or say it in another way.
- Ask if you can move closer to hear more clearly.
- Ask me to write it down to help you better understand.
With these strategies and techniques in place, it is time to work on academic/speech goals! It is important to remember, when working with this population, VISUALS VISUALS VISUALS!!! I make visuals for EVERYTHING!! I include visuals in all of my Teachers Pay Teacher’s downloads since it is so important. For example, when working on main idea, it is important to know what to listen for to assist in recall and comprehension.
Besides providing visuals to assist in recall and comprehension, it is important to practice using graphic organizers for note-taking. What if your students cannot write or write well? I have those students draw pictures and use visualization strategies. What skills can be addressed with graphic organizers?
- Listening for sequences
- Listening for who, what, where, when, why, how
- Listening for key story elements: characters, setting, problem, solution
- Listening for compare/contrast
- Listening for supporting details to comprehend main idea
- And so much more!
I created a file complete with graphic organizers and activities to help learn how to use them which is available at my Teachers Pay Teachers store.
These are just a few tips that have worked in my speech room. I have seen many students demonstrate significant progress with these strategies in place and excessive practice of these skills. This is possible with a lot of repetition, collaboration with other professionals working with the students, and using functional activities that directly correlate to the academic setting. Have other tips that I have forgotten? Feel free to leave a comment or email me at firstname.lastname@example.org.
Thanks again Miss Speechie for the great ideas for working with students who have auditory comprehension difficulties! These tips and strategies will definitely be helpful for many of our students!