online software for listening and comprehension2004). ©2015 super duper® publications listening is...

Online Software for Listening and Comprehension - ARKSHA

Staci Jackson, M.A., CCC-SLP

www.hearbuilder.com©2015 Super Duper Publications 1

©2015 Super Duper® Publications

HearBuilder Online is a suite of software for general and special education students in grades PreK-8.

• Enables access to the research-based, evidence-based software from any internet-connected computer, iPad, or Android tablet

• Collects data for progress monitoring for educators and administrators (individual or across grades, subgroups or schools)

• Meets principles of Universal Design for Learning (UDL)

• Features the four award-winning titles from the HearBuilder software series: HearBuilder Phonological Awareness

HearBuilder Following Directions

HearBuilder Sequencing

HearBuilder Auditory Memory

• Includes multilevel activities

• Aligned to state and Common Core State Standards©2015 Super Duper® Publications

(Bellis, 2003; Clark, 2008; Flexer, 1999; Kelly, 2004; Johnson et al., 1997; Nevins &

Garber, 2006; Roeser & Downs, 2004; Sharma et al., 2009; Stredler-Brown & Johnson,

2004). ©2015 Super Duper® Publications

Listening Is• Not synonymous with hearing.• A process – hearing, perceiving, and

interpreting sound.• Fundamental for language and learning.

Listening Skills• Begin to develop prenatally.• Become more complex, refined, and

sophisticated with experience.


• Part 1: Auditory Comprehension of Verbal Directions & Basic Concepts

• Part 2: Phonological Awareness

• Part 3: Auditory Memory

• Part 4: Sequencing


Following Oral Directions:

• Important for behavior, social interaction and academics

• Requires ability to perceive, interpret, and retain auditory information

• Requires a strong knowledge of basic concepts:


Basic colors (red, blue, green) Directions (through, around) Quantities (three, few, many) Sequences (first, next, finally) Shapes (round, square) Size (large, small)

Social/Emotional States (happy, sad)

Characteristics (old, new) Textures (rough, smooth Time (late, early) Spatial Relationships/Positions

(front, behind, top, bottom)





• Grades PreK-3• Systematic (developed,

arranged/ordered, and methodical)

• Direct (active-learning environment for student)

• Intensive (multiple levels of difficulty with minimal increments for each skill)

• Individualize for each student – set specific levels of difficulty for each activity

• Add background noise at any level

• Track data• Customize and print

reports• Theory based • Evidence based• CD-ROM or online delivery


Targets 40 Basic Concepts

• Basic Colors – red, blue, green, yellow

• Quantities – one, two, all, both, either, except, none, or, and, don’t, not

• Sequences – first, second, third, then, next, last

• Shapes – circle, square, triangle, star

• Size – large, small

• Time – before, after

• Spatial Relationships/Positions – first, second, third, last, between, beside, next to, above, below

• Condition – hot, cold


• Pretested February 2010; posttested May 2010• Participants: 54 students (38 male, 16 female) from the

following grades: PreK, K, 1st, 2nd, 3rd, 4th, 5th

• 52 of the 54 students had IEPs for special education services

• Software use: 2 x 30 or 3 x 20 minutes per week for minimum of 8 weeks

• Average number of computer sessions: 16.88• Pre/posttested with HearBuilder Following Directions

Inventory (since released as HearBuilder Following Directions Computerized Screener)

• Statistically significant results pretest to posttest (p<.001)• View details at www.hearbuilder.com


Clark County School District Pilot Study

Shallow Phonological Awareness:• Sentence Segmentation• Syllable Blending• Syllable Segmentation

(Anthony et al., 2003; Catts, 1991; Gerber et al., 2008; Hatcher & Hulme, 1999;

McGuinness, 2005; Roeser & Downs, 2004; Schuele & Boudreau, 2008; Schreiber,

2008; Stanovich, 1992; Sterling-Orth, 2004; Torgesen, 2002; Torgesen et al., 1994)

Deep Phonological Awareness:Phonemic Awareness (Phonemic Analysis)

• Phoneme Blending• Phoneme Segmentation

& Identification

• Rhyming• Alliteration

• Phoneme Deletion• Phoneme Addition• Phoneme Manipulation


• Grades PreK-5

• Systematic (developed, arranged/ordered, and methodical)






• Track data• Customize and print reports• Theory based • Evidence based• CD-ROM or online delivery





• Sentence Segmentation

• Syllable Blending

• Syllable Segmentation

• Rhyming

• Phoneme Blending

• Phoneme Segmentation and Identification

• Phoneme Deletion

• Phoneme Addition

• Phoneme Manipulation

• Pretested February 2010; posttested May 2010• Participants: 68 students (39 male, 29 female) from the

following grades: PreK, K, 1st, 2nd, 3rd, 4th

• 36 students with IEPs and 32 students without IEPs • Software use: 2 x 30 or 3 x 20 minutes per week for minimum

of 8 weeks• Level 9 highest level attained on all tasks• Pre/posttested with Section 1 – Phonological Awareness and

Flexibility of the Emerging Literacy & Language Assessment (ELLA) (since released as HearBuilder Phonological Awareness Test (H-PAT))

• Statistically significant results pretest to posttest (p<.001)• View study details at www.hearbuilder.com


Clark County School District Pilot Study

Memory• Memory impacts a person’s ability to perform almost any

activity.• Memory is how “knowledge is encoded, stored, and later

retrieved.”• Even mild memory deficits can impact a student’s success.• Memory is highly correlated with intelligence and

achievement.

(Dehn, 2008; Kandell, Schwartz, & Jessell, 2000)

Auditory Memory• The ability to take in information that is presented orally,

process it, retain it in one’s mind, and then recall it.• Auditory memory requires working memory.

(Bellis, 2003; Roeser & Downs, 2004; Stredler-Brown & Johnson, 2004)

©2015 Super Duper® Publications ©2015 Super Duper® Publications

(Torgesen & Goldman, 1977)

Auditory Memory Impacts• Remembering multi-step

directions• Relating new information to

prior knowledge• Oral language comprehension

• Taking notes while listening• Verbal fluid reasoning• Written expression• Oral expression

Strategic Interventions• Many people naturally develop and use strategies to improve

performance• Relating new information to prior knowledge• Oral language comprehension• Types of strategies:

Verbal Rehearsal Chunking

Elaborative Rehearsal Relational Strategies

Dehn, 2008

• Grades K-8







• Track data• Customize and print

reports• Theory based • Evidence based• CD-ROM or online

delivery





• Pretested by 10/31/11; posttested by 2/8/12• Participants: 90 students (48 male, 42 female) from the following

grades K5, 1, 2, 3, 4, 5, 6, 8• 51 students with IEPs and 39 students without IEPs• Software use: 2 x 30 or 3 x 20 minutes per week for minimum of 8

weeks• Pretested/posttested with HearBuilder Auditory Memory

Inventory and portions of the Test of Auditory Processing Skills –Third Edition (TAPS-3)

• Statistically significant results from pre- to posttest for HearBuilder Auditory Memory Inventory (p<.001) and TAPS-3(p<.001)

• View study details at www.hearbuilder.com©2015 Super Duper® Publications

Suburban School District in Southeast Region of the United States Sequencing refers to the ability to put together events in chronological or causal order.

Sequencing is necessary for …• Understanding and telling narratives• Problem-solving• Reading comprehension• Performing daily routines• Interacting appropriately with peers and adults• Academic success


Sequencing Requires …• Understanding of cause and effect• Predicting• Understanding time/transition words• Knowledge of story grammar• Adequate reasoning and planning skills

Sequencing Is Impacted by …• Executive functions• Memory• Language• Auditory processing• Visual processing


• Sequencing helps students to . . .• Learn the steps of a process.• Know the tools used to complete a process. • Understand and use specific vocabulary.• Remember the steps of a process.

(Marr & Morgan, 2005)

• Sequencing activities that include the manipulation of pictures, words, and sentences help build important literacy skills like reading left to right, comprehending important details, predicting, and identifying the important parts of a story.

• Nearly every state and the Common Core State Standardsinclude educational standards for describing the details of an event at nearly every grade level.

(Academic Benchmarks, 2010; Common Core State Standards Initiative, 2010)©2015 Super Duper® Publications

Teaching Sequencing

• Grades K-6

• Sequence stories or instructions

• Start with 2-step sequences and progress to 6-step sequences



• Individualize –include/exclude: pictures, audio, text



• Track data• Customize and print reports• Theory based • Evidence based• CD-ROM or online delivery





• Pretested by 10/31/11; posttested by 2/8/12• Participants: 24 students (20 male, 4 female) from the following

grades K, 1, 3, 4, 5• 18 students with IEPs and 6 students without IEPs• Software use: 2 x 30 or 3 x 20 minutes per week for minimum of 8

weeks• Pretested/posttested with HearBuilder Sequencing Inventory and

Story Retell Subtest of the Emerging Literacy & Language Assessment (ELLA) (since released as HearBuilder Story Retell Test (H-SRT))

• Statistically significant results from pre- to posttest for HearBuilder Sequencing Inventory (p<.001) and ELLA Story Retell (p<.001)

• View study details at www.hearbuilder.com©2015 Super Duper® Publications

Suburban School District in Southeast Region of the United States • Access from an internet-connected computer, iPad, or Android

tablet• Annual subscriptions provide access to all four programs

• Purchase the annual subscription that meets your needs:

• School or District – Unlimited teachers and students

• Teacher – 1 educator, up to 40 students, set specific levels

• Specialist – 1 educator, up 20 students, set specific levels

• Home – 1 student, set general levels

• Reports: specific reports for teachers/specialists and school administrators provide information on implementation and progress monitoring

• Data stored on secure server• CIPA, COPPA, HIPAA, HIT, HITECH, FERPA compliant


www.hearbuilder.com


Generate Specific Reports for Progress Monitoring

Educator Reports:• All Students Progress Report• Student Summary Report• Group Summary Report• Student Sessions Report• Student Sessions by Level

Report• Student Alerts Report

Administrators can generate additional reports to monitor and compare progress by demographics, classes, and schools.

HearBuilder Online Home Subscription includes four reports: Student Alerts Report, Student Sessions by Level Report, Student Sessions Report, Student Summary ReportCD-ROM Profession Edition has two reports: Student Quick View Report, Student Progress ReportCD-ROM Home Edition has one report: Student Progress Report


• Overview and detailed information

• System requirements

• White paper

• Research study results

• Alignments to Common Core State Standards

• Learning objectives for each program title

• Testimonials

• Demo Center to try all four HearBuilder programs

• HearBuilder is also available on CD-ROM


www.hearbuilder.com


online software for listening and comprehension2004). ©2015 super duper® publications listening is...

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