2.16.2 Auditory skills (ii): Auditory blending Similarly, the vocabulary of speaks of the identification and ‘auditory blending’ synthesis of separate sounds, which Hansen considers an essential component of learning to read music, and is also a central tenet of the systematic synthetic phonics pedagogy found in and (DfES, 2007a). readers should be ‘Letters Sounds’ “Beginner taught to apply the highly important skill of blending (synthesising) phonemes in the (DfES, 2007a: 10). This skill of blending is prevalent in order in which they occur” the guidance for the teaching of and (DfES, 2007a), indeed the ‘Letters Sounds’ word in the 28-page document. Children are encouraged ‘blending’ appears 28 times to participate in [children are encouraged to] talk. For example, sound talk a “sound word in an instruction (e.g. Give yourselves a p-a-t on the back” (p.55). Often robotic chopping arm movements are employed to reinforce the separation, or segmentation, of a component sounds, in an attempt to make the experience word’s multi-sensory. 2.16.3 Auditory skills (iii): Auditory discrimination Hansen et (2007) relates to the identification of al.’s ‘auditory discrimination’ features of specific sounds (high/low, soft/loud, long/short), and this echoes the studies by Butzlaff (2000) and by Lamb et al. (1993), mentioned earlier. The Primary Framework (DfES, 2006a, strand 5) invites children to and experiment with “explore The first three aspects of phase one of the Letters sounds, words and texts” (p.48). and Sounds (DfES, 2007b) documentation are listed as follows: Aspect 1: General sound discrimination environmental sounds – Aspect 2: General sound discrimination instrumental sounds –
2.16.2 Auditory skills (ii): Auditory blending Similarly, the vocabulary of ‘auditory blending’ speaks of the identification and synthesis of separate sounds, which Hansen considers an essential component of learning to read music, and is also a central tenet of the systematic synthetic phonics pedagogy found in ‘Letters and Sounds’ (DfES, 2007a). “Beginner readers should be taught to apply the highly important skill of blending (synthesising) phonemes in the order in which they occur” (DfES, 2007a: 10). This skill of blending is prevalent in the guidance for the teaching of ‘Letters and Sounds’ (DfES, 2007a), indeed the word ‘blending’ appears 28 times in the 28-page document. Children are encouraged to participate in “sound talk. For example, [children are encouraged to] sound talk a word in an instruction (e.g. Give yourselves a p-a-t on the back” (p.55). Often robotic chopping arm movements are employed to reinforce the separation, or segmentation, of a word’s component sounds, in an attempt to make the experience multi-sensory. 2.16.3 Auditory skills (iii): Auditory discrimination Hansen et al.’s (2007) ‘auditory discrimination’ relates to the identification of features of specific sounds (high/low, soft/loud, long/short), and this echoes the studies by Butzlaff (2000) and by Lamb et al. (1993), mentioned earlier. The Primary Framework (DfES, 2006a, strand 5) invites children to “explore and experiment with sounds, words and texts” (p.48). The first three aspects of phase one of the Letters and Sounds (DfES, 2007b) documentation are listed as follows: Aspect 1: General sound discrimination – environmental sounds Aspect 2: General sound discrimination – instrumental sounds
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