.2 Fill in the following sentences (10)

Question

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)

Answer 1

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)