Multiple Meanings Library vs HB Auditory Memory

The Multiple Meanings Library was created by a certified speech and language pathologist for students ages 5–15 who struggle with oral and written comprehension of words with multiple meanings. The Multiple Meanings Library can be used for students with: - Receptive/expressive language disorders - Word-finding problems - Learning disorders - Autism - Specific language -learning disorders, etc. The Multiple Meanings Library allows students to practice multiple meanings in the following five different types of activities: - Auditory bombardment - Definitions - Picture identification - Fill-in - Make up sentences (with audio recording feature) The Multiple Meanings Library is easy to navigate and allows users to employ several tools, enabling them to perform the following tasks: - Enter multiple students - Change settings - Select multiple words - Select multiple activity types - Select auto-scoring - Select alternate counts for multiple students - Enable or disable written instruction - Enable or disable feedback sounds - Use audio recording feature when playing “Make up sentences” - Track correct and incorrect responses - E-mail results at the end of the game Background Having knowledge of multiple meanings is critical for both oral and written communication and a successful education. Children are exposed to words that have multiple meanings on a daily basis at school and social settings. Students are expected to access their lexical dictionaries quickly enough to accurately respond to a teacher’s directions or questions; however, sometimes the teacher’s directions or explanations may contain words that have more than one meaning, making it very difficult for children with limited vocabulary knowledge to understand. Students who are learning to read can also experience reading comprehension difficulties when reading a new word or a word that has multiple meanings (Adams, M., 1990). Understanding words with multiple meaning is also importing in social settings, as children need to employ figurative and humorous usage of multiple meanings. Children who struggle with multiple meanings, for example, may not understand the inferences or jokes that are presented by their peers, and because of this, they may feel isolated. Most researchers of vocabulary agree that the best method for vocabulary teaching should employ both direct and indirect teaching that includes both receptive and expressive tasks (Vacca, Vacca, & Gove, 2000; Marzano & Marzano, 1988). Children learn multiple meanings by constructing a visual image that connects the target word with a familiar word through exposure to words in multiple contexts by listening to varied information about each word. (Beck 2002) The Multiple Meanings Library employs the above research by providing students with repetition and multiple exposures to words in different context. References: Adams, M. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press. Beck, I. L., M.G. McKeown, & L. Kucan. (2002). Bringing words to life. New York: The Guilford Press. Marzano, R. J. & J. S. Marzano. (1988). A Cluster approach to elementary vocabulary instruction. Newark, DE: International Reading Association. Vacca, J., R.Vacca, & M. Gove. (2000). Reading and learning to read (4th ed.). New York: Longman.

HearBuilder is available for all users—families, educators, therapists, schools, and districts. Anyone witha HearBuilder subscription can access the full program. Join Recall Agents Kim and Joey as they race to save MemoryTown from the mischievous Dr. Forgetsit. Students strengthen auditory memory, closure, and comprehension skills through engaging missions that make learning feel like an adventure. Each multi‑level task in HearBuilder Auditory Memory sends students on a new challenge to outsmart Dr. Forgetsit. The humorous storylines and interactive activities keep learners motivated while they build essential skills for recalling verbal information. Program Features HearBuilder Auditory Memory teaches key strategies for remembering important information and includes five essential listening activities: • Memory for Numbers (3–7 digits) • Memory for Words (3–5 words organized by syllable) • Memory for Details (1–4 details) • Auditory Closure (Sentence Completion) • Memory for WH Information (2–3 sentences / 2–4 questions) HearBuilder Online (my.hearbuilder.com) • Access all four HearBuilder programs: Following Directions, Phonological Awareness, Auditory Memory, and Sequencing • Monitor progress and track student performance • Individualize each student’s settings and difficulty levels • Add adjustable background noise to increase challenge • Customize and print detailed reports