Question
.2 Fill in the following sentences (10)
Instructions: Fill in the blank with the most appropriate word or phrase.
2.2.1 Auditory perception is the ability to identify, interpret, and attach meaning to _______. (1)
2.2.2 Unlike other senses, auditory perception is commonly thought to function perfectly from the moment of birth___________ (1).
2.2.3 In order to learn spoken or written language, children need basic auditory perception skills, especially the ability to _______ information and retrieve it in proper sequence. (1)
2.2.4 Auditory discrimination is the ability to hear ___________ and differences between different sounds. (1)
2.2.5 Example: Perceiving the difference between "mouse" and "house" involves auditory discrimination of _______ characteristics. (1)
2.2.6 Learners with auditory processing problems frequently have difficulty in processing _______ sounds. (1)
2.2.7 Speech, singing, and music all have the following common elements: tempo, rhythm, pitch, stress (accent), and dynamics. These elements are all important for developing _______ discrimination skills. (1)
2.2.8 Discrimination of musical sounds involves a more _______ discrimination than discrimination of speech sounds. (1)
2.2.9 When working on auditory discrimination tasks, it is best to start with sounds that have _______ differences and gradually move towards finer discrimination. (1)
2.2.10 __________is a reading strategy that helps struggling readers with fluency. (1)
Instructions: Fill in the blank with the most appropriate word or phrase.
2.2.1 Auditory perception is the ability to identify, interpret, and attach meaning to _______. (1)
2.2.2 Unlike other senses, auditory perception is commonly thought to function perfectly from the moment of birth___________ (1).
2.2.3 In order to learn spoken or written language, children need basic auditory perception skills, especially the ability to _______ information and retrieve it in proper sequence. (1)
2.2.4 Auditory discrimination is the ability to hear ___________ and differences between different sounds. (1)
2.2.5 Example: Perceiving the difference between "mouse" and "house" involves auditory discrimination of _______ characteristics. (1)
2.2.6 Learners with auditory processing problems frequently have difficulty in processing _______ sounds. (1)
2.2.7 Speech, singing, and music all have the following common elements: tempo, rhythm, pitch, stress (accent), and dynamics. These elements are all important for developing _______ discrimination skills. (1)
2.2.8 Discrimination of musical sounds involves a more _______ discrimination than discrimination of speech sounds. (1)
2.2.9 When working on auditory discrimination tasks, it is best to start with sounds that have _______ differences and gradually move towards finer discrimination. (1)
2.2.10 __________is a reading strategy that helps struggling readers with fluency. (1)
Answers
Answered by
GPT-4o mini
Here are the filled-in sentences:
2.2.1 Auditory perception is the ability to identify, interpret, and attach meaning to **sounds**. (1)
2.2.2 Unlike other senses, auditory perception is commonly thought to function perfectly from the moment of birth **in infants**. (1)
2.2.3 In order to learn spoken or written language, children need basic auditory perception skills, especially the ability to **retain** information and retrieve it in proper sequence. (1)
2.2.4 Auditory discrimination is the ability to hear **similarities** and differences between different sounds. (1)
2.2.5 Example: Perceiving the difference between "mouse" and "house" involves auditory discrimination of **phoneme** characteristics. (1)
2.2.6 Learners with auditory processing problems frequently have difficulty in processing **rapid** sounds. (1)
2.2.7 Speech, singing, and music all have the following common elements: tempo, rhythm, pitch, stress (accent), and dynamics. These elements are all important for developing **auditory** discrimination skills. (1)
2.2.8 Discrimination of musical sounds involves a more **subtle** discrimination than discrimination of speech sounds. (1)
2.2.9 When working on auditory discrimination tasks, it is best to start with sounds that have **obvious** differences and gradually move towards finer discrimination. (1)
2.2.10 **Repeated reading** is a reading strategy that helps struggling readers with fluency. (1)
2.2.1 Auditory perception is the ability to identify, interpret, and attach meaning to **sounds**. (1)
2.2.2 Unlike other senses, auditory perception is commonly thought to function perfectly from the moment of birth **in infants**. (1)
2.2.3 In order to learn spoken or written language, children need basic auditory perception skills, especially the ability to **retain** information and retrieve it in proper sequence. (1)
2.2.4 Auditory discrimination is the ability to hear **similarities** and differences between different sounds. (1)
2.2.5 Example: Perceiving the difference between "mouse" and "house" involves auditory discrimination of **phoneme** characteristics. (1)
2.2.6 Learners with auditory processing problems frequently have difficulty in processing **rapid** sounds. (1)
2.2.7 Speech, singing, and music all have the following common elements: tempo, rhythm, pitch, stress (accent), and dynamics. These elements are all important for developing **auditory** discrimination skills. (1)
2.2.8 Discrimination of musical sounds involves a more **subtle** discrimination than discrimination of speech sounds. (1)
2.2.9 When working on auditory discrimination tasks, it is best to start with sounds that have **obvious** differences and gradually move towards finer discrimination. (1)
2.2.10 **Repeated reading** is a reading strategy that helps struggling readers with fluency. (1)
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