THE ROLE OF AUDITORY AND VISUAL PERCEPTION FOR READING

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• THE ROLE OF AUDITORY AND VISUAL PERCEPTION FOR
  READING
• Mary Tellefson, M.A./M.S./COMS
• Teacher of the Visually Impaired
• Orientation Mobility Specialist

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BACKGROUND

• 20 years teaching at the WSVH
• Evals for school districts
• Diagnostic classroom
• learning styles
• memory, auditory visual
• under what conditions could kids access info most
  easily
• Beginning to understand auditory perception

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B.F.O.

• A bigger picture- my puzzle pieces fit!
• Factors
• sequential memory
• perceptual span of recognition
• discrimination
• long term memory
• short term memory

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VISUAL AUDITORY PERCEPTION

• No learning without perception
• Perception happens in the brain
• It requires
• sensory input systems to be working well
  accuracy of eyes/ears
• selective attention (stimuli selection process)
• well developed neurological system (brain)

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VISUAL PROCESSING

• 1. Visual Sequencing
• 2. Visual Memory
• 3. Visual Abstraction
• 4. Figure-ground
• 5. Perceptual Constancy
• 6. Blending and Segmenting

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VISUAL SEQUENCING

• How Visual Sequencing Works
• 1. Left to right eye movements, with pauses
  along each line while information is received
• 2. Return sweep movements in which eyes move left
  and downward at end of each line.
• 3. Wide enough visual span so that concentration
  on pertinent information is possible.

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What Does it Look Like In Kids?

• Children with visual sequencing problems are
  often unable to
• Understand letters or numbers in a series
• Read and write from left to right.
• Read from top to bottom

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VISUAL PROCESSING

• 1. Visual Sequencing
• 2. Visual Memory
• 3. Visual Abstraction
• 4. Figure-ground
• 5. Perceptual Constancy
• 6. Blending and Segmenting

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SEQUENTIAL MEMORY

• Jill has a very short attention span for her age
  and when reading, often skips words, repeats
  herself, cannot remember the sequence of picture
  stories and has difficulty making sense of most
  sentence she reads.
• Sequencing problems are failures to perceive and
  understand logical (visual/auditory) sequences.

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SEQUENTIAL MEMORY

• How much visual and auditory information can a
  child sequence and hold for
• immediate recall
• short term recall
• long term recall
• ordered recall
• With internal interference?
• With external interference?

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What Does it Look Like in Kids?

• Visual memory problems are failures to recall
  what has been seen. Children with this problem
  are often unable to
• recall patterns, shapes, designs or figures
• recall numbers, letters words, or phrases
• remember details regarding what they have seen,
  read or heard (auditory)

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More Symptoms

• Errors in copying and transcribing
• garbled written work skips-repeats-omissions
• poor spelling leaving out the middle, usually
  the end reasonably in tact
• word guessing, substitutions of words with
  similar meanings
• difficulty remembering the look or shape of a
  word and uses context to supply clues
• Pauses to look back and remember

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PHONETIC APPROACH

• Phonics the stringing of a group of
  sound-symbols together in order to successfully
  form words and groups of words.
• If children have auditory and/or visual
  perceptual difficulties, they are not likely to
  learn to read from a phonetic approach.
• A prerequisite to learning phonics is that a
  child must be able visually discriminate and
  remember letters AND auditorily discriminate and
  remember speech sounds in sequence.

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VISUAL PROCESSING

• 1. Visual Sequencing
• 2. Visual Memory
• 3. Visual Abstraction
• 4. Figure-ground
• 5. Perceptual Constancy
• 6. Blending and Segmenting

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VISUAL ABSTRACTION

• Visual Abstraction is that part of the visual
  process that assigns meaning to perceived
  patterns.
• Is dependent on
• 1. Ability to receive visual info accurately
• 2. Selective attention screen out unwanted stim
• 3. Experience new visual material is compared
  with previously identified patterns, past
  generalization are associated and new meanings
  are assigned
• 4. Cognitive ability to sort, classify, arrange
  and store visual info
• 5. Retrieval

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What Does it Look Like in Kids?

• Distracting, unengaged behavior, but can be
  redirected
• Often work very slowly with great deliberation
  that is not reflected by accuracy or depth
• Problems following directions especially
  multi-step processes Do not seem to recognize
  steps
• poor overall comprehension for consequences

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VISUAL DISCRIMINATION

• Three Components
• 1. Figure-Ground Discrimination
• 2. Perceptual Constancy
• 3. Blending Segmenting

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VISUAL PROCESSING

• 1. Visual Sequencing
• 2. Visual Memory
• 3. Visual Abstraction
• 4. Figure-ground
• 5. Perceptual Constancy
• 6. Blending and Segmenting

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FIGURE-GROUND

• Ability to see an object of objects as distinct
  from other objects or from the background
• Figure-Ground relationships are essential in
  making sense out of the environment and the mass
  of stimuli constantly available in order to take
  appropriate action in a given situation.
• The mind perceives most clearly what it turns its
  attention to.
• Focus of attention is most critical
• Almost any central concept cannot be perceived
  unless is is perceived in relation to its
  background

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What Does This Look Like In A Kid?

• Distractible and disorganized. Attention tends
  to jump to almost any stimulus( no matter how
  irrelevant)that intrudes upon his/her
  perceptions.
• Cannot direct attention to proper stimulus
• Is stimulus bound
• Cannot find place on page
• Cannot find things right in front of them

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VISUAL PROCESSING

• 1. Visual Sequencing
• 2. Visual Memory
• 3. Visual Abstraction
• 4. Figure-ground
• 5. Perceptual Constancy
• 6. Blending and Segmenting

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PERCEPTUAL CONSTANCY

• Ability to classify (recognize) general
  properties of similar objects although they may
  be of varied shapes, sizes or colors.
• The ultimate word recognition component of
  reading is Perceptual Constancy.
• Consistent identify regardless of the conditions
  in which they are seen.

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What Does It Look Like In A Kid?

• Inability to recognize numbers, letters or words
  when they are presented in a new perspective
• Cant read cursive writing although they are well
  able to read print
• Good spelling depends in part upon the perceptual
  constancy of words and in part upon the
  application of rules. Kids who have difficulty
  in this area will most often have some difficulty
  with spelling.

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VISUAL PROCESSING

• 1. Visual Sequencing
• 2. Visual Memory
• 3. Visual Abstraction
• 4. Figure-ground
• 5. Perceptual Constancy
• 6. Blending and Segmenting

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BLENDING SEGMENTING

• Ability to see whole relationships as having a
  new identity different from the single parts that
  make up the whole. Blending is the process of
  grouping symbols into small units.
• Application Look at a page of text.
• Organize visual features pictures, text, page
  numbers, white spaces

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What Does It Look Like In Kids?

• Inability to tell the difference between words
  that are spelled alike but pronounced differently
• Inability to understand that differing
  combinations of letters have the same sounds
• Mispronunciation while reading
• Trouble with common blends such as th ph, ph, ie,
  ei, gh
• significant pausing prior to or during the
  pronunciation of a word lacks confidence

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• There is an auditory equivalent for each skill.

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REVIEW

• Reading is the stringing together of sound-symbol
  relationships to form words, sentences, and
  paragraphs from which meaning is contrived and
  derived.
• A prerequisite to learning phonics (sound-symbol
  relationships) is that a child must be able to
  visually discriminate and remember letters and
  auditorily discriminate and remember speech
  sounds in sequence.

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• Without this combination of auditory and visual
  processing abilities, it is impossible to string
  a group of sound-symbols together in order to
  successfully form words and groups of words.
  (Ignore Braille and Sign Language Please)

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Auditory Processes

• Auditory discrimination
• Auditory memory
• Auditory perception
• Auditory
• Auditory-vocal association
• Auditory synthesis
• Auditory figure-ground

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VISUAL PERCEPTUAL SPAN

• Is the amount of information you can perceive
  from a single fixation
• I am going to put a line of letters on the
  screen. How many can you remember?

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READY?

• JMNHEUYELSPUOERT
• Again? OK.
• JMNHEUYELSPUOERT

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• How many letters did you recall?
• The typical visual perceptual span in mature
  readers is 7-10 letters.

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AH-HA

• The quality of the visual input and the span of
  visual recognition play an important role in
  short and long-term memory.
• Why is this important?

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HOW DOES READING HAPPEN?
SHORT TERM MEMORY NEUROLOGICAL LOCATION FOR
COMPREHENSION
S S E T N O S R O
E R Y
LONG TERM MEMORY
EYE
BRAIN
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IMPLICATION

• The more information that is stored in long term
  memory (LTM), the less processing (use of visual
  and auditory memory and sequencing) is needed for
  reading.

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HOW IT WORKS

• To increase information in LTM, increase span of
  recognition.
• Chunking or grouping letters together in a single
  meaningful symbol can increase span of
  recognition.

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• We already said that an average adult remembers
  7-10 characters. How to increase this?
• I am going to show you another group of letters.
  How many can you remember?

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READY?

• FAITH GROUP HOUSE CONTINENT
• How many do you recall?
• Thats a total of 24 letters!
• We just increased your span of recognition.
• Howd we do that?

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HOW WE DID THAT

• Visual span of recognition increases
  significantly because the words listed are
  already in your long term memory.
• To increase the visual span of recognition even
  more, add context

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READY?

• THE HOUSE ON THE ROCK IS REALLY, REALLY FUN!
• Repeat it please.
• 34 letters

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WHAT NOW?

• There were context clues, experiences and
  concepts in long term memory that were activated.
• You didnt need to process they were instantly
  retrieved.

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CUT PROCESSINGCHUNK!

• Phonetic approach to Broke
• sequence 4 separate sound-symbols B-R-O-K
• now add problem solving step (apply rule) the e
  makes the O long.

Now chunk it! (BR) is learned as a single
symbol called an onset (OKE) is learned as a
single sound symbol called a rime.
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• The student is only required to put two pieces of
  information together (BR)(OKE)
• The amount of information that must be processed
  and remembered has just been cut in half!
• When chunks of information are stored in long
  term memory, the result is an increased span of
  recognition.

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HOW DOES READING HAPPEN?
SHORT TERM MEMORY NEUROLOGICAL LOCATION FOR
COMPREHENSION
S S E T N O S R O
E R Y
LONG TERM MEMORY (ake, ail, ain, ack, ale, ame,
an ank, ap ash at, ate, aw,ay, eat, ell, est,
ice, ick, ide, ight, ill, in, ine, ing, ink ip,
it, ock, oke, op, ore, ot, uck, ug, ump, unk)
EYE
BRAIN
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MY INTENT

• Many children have auditory and visual processing
  deficits that are not remarkable enough to
  warrant special education services, but that are
  hindering the acquisition of reading skills and
  general learning.
• Many of these underachievers go unrecognized.
• How many are punished for effects they cannot
  control?