Hearing abilities stimulation program for schools

Baruchi, Ana Flávia de Oliveira Nalom; Schochat, Eliane

doi:10.1590/2317-1782/e20240065pt

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Original Article • CoDAS 37 (3) • 2025 • https://doi.org/10.1590/2317-1782/e20240065en linkcopy

Hearing abilities stimulation program for schools

Authorship SCIMAGO INSTITUTIONS RANKINGS

Purpose To develop and verify the effectiveness of a hearing abilities (HA) stimulation program included in the regular school curriculum and applied by teachers in the classroom.

Methods An HA stimulation program was developed and applied to preschoolers during the school year; 34 children underwent auditory stimulation (ASG) and were compared to a placebo group (PG; n = 31). The students were assessed regarding their HA and pre-reading and decoding skills before and after the intervention. They were reassessed twice after applying the program to monitor the students' performance amid the COVID-19 pandemic.

Results The program includes activities applied at school by teachers for 25 weeks, lasting 10-15 minutes/day, stimulating the following HA: detection, discrimination, temporal processing, figure-ground, closure, memory, and attention. The ASG and PG performances differed significantly after the program.

Conclusion The program was incorporated into the curriculum, helping to develop the skills recommended by the Ministry of Education. After auditory stimulation, ASG performed better in auditory figure-ground, temporal resolution, rhyme identification and production, and word production from the phoneme given.

Keywords:
Hearing; Auditory Perception; Acoustic Stimulation; Reading; Learning

Week	Target ability	Resources	Summary of activities
1	Auditory detection	- Bell, reco-reco, shaker, drum, triangle, clapping, and the teacher’s voice	- Presenting the instruments.
1			- Identifying sounds in quiet and raising the hand when hearing them.
2			Presenting 20 stimuli.
3	Auditory memory	- Drum, shaker, reco-reco, bell, and coconut shells	- Identifying isolated instruments.
3	Auditory memory	- Drum, shaker, reco-reco, bell, and coconut shells	- Memorizing and identifying 14 instrumental sound sequences with one, two, three, or four stimuli.
4	Attention	- Sound system.	- Clapping when hearing the target word of each song played.
		- "Lottie Dottie Chicken” YouTube channel.	- Two songs a day.
		- Selected songs.
5	Discrimination	- Poster with identical and different figures.	- Concept of same and different.
5		- Sleigh bells, coconut shells, shaker, and triangle.	- Identifying whether the sounds played were the same or different, using visual support.
6		- The teacher’s voice and a word list.	- Presenting 10 to 15 sequences.
7	Memory	- Figures of the semantic fields chosen by the teacher (if necessary).	- Playing “I packed my bag” children’s game.
7	Memory		- 10 minutes.
8	Attention	- “Estrelinha I” collection (Sônia Junqueira, 2019).	- Explaining the activity.
			- Raising the hand every time the target word of a story from the “Estrelinha I” Collection was read.
			- Conversation circle and story comprehension until completing 15 minutes.
9	Perception of sound duration pattern	- Musical instruments selected by the teacher.	- Presenting the day’s instrument.
		- Poster with visual aid for the concept of long and short.	- Identifying the difference between short and long sounds.
		- List with the sequence of stimuli.	- Naming the 10 sequences presented.
10	Perception of sound frequency pattern	- Drum, triangle, bell, and coconut shells.	- Presenting the day’s instrument.
		- List with the sequence of stimuli.	- Developing the concept of high and low sounds and associate them with the day’s instruments.
			- Naming the 10 sequences presented.
11	Memory	- Target-word list.	- Memorizing sequences of words and recalling them, from time to time, during the class.
11	Memory	- Clock.	- 40 to 60-minute intervals between recalls.
12	Attention	- Sound system.	- Explaining the activity.
		- “Palavra Cantada” YouTube channel.	- Clapping when hearing the target-word.
		- Selected songs.	- Two songs a day.
13	Figure-ground	- Sound system.	- Listening to the story told by the teacher (with 110 to 140 words) while a background musical noise is presented simultaneously.
		- “Palavra Cantada” YouTube channel.	- Conversation circle and reading comprehension until completing 15 minutes.
		- Selected songs.
14		- A story selected by the teacher.
15	Memory	- Target-word list.	- Memorizing sequences of words and recalling them, from time to time, during the class.
15	Memory	- Clock.	- 40 to 60-minute intervals between recalls.
16	Attention	- Texts selected by the teacher.	- Listening to the story told by the teacher (with 110 to 140 words) and raising the hand when hearing the target-word.
16	Attention	- Texts selected by the teacher.	- Conversation circle and reading comprehension until completing 15 minutes.
17	Closure	- Songs selected by the teacher.	- Ignoring the music being played for 15 minutes of routine school activities.
18	Closure	- Sound system.
19	Memory	- Figures of the semantic fields chosen by the teacher (if necessary).	- Playing “I packed my bag” for 15 minutes.
20	Attention	- Utensils selected by the teacher.	- Presenting the day’s four objects to the students.
			- Identifying the objects’ sounds.
			- Naming 15 sequences with three sounds each played by the teacher.
			- Identifying the missing sound in the sequence played.
21	Detection	- List of linguistic stimuli.	- Raising the hand and keeping it raised while listening to 20 sequences with target syllabic or phonemic stimuli.
21	Detection	- The teacher’s voice.
22	Discrimination	- Figures selected by the teacher to reinforce the concept of same and different.	- Discriminating words or minimal pairs.
		- Word list.	- 10 sequences a day.
		- The teacher’s voice.
23	Perception of sound intensity pattern	- Shaker, bell, sleigh bells, coconut shells, and drum.	- Presenting the day’s instruments.
		- Stimulus presentation list.	- Identify the difference between high and low-intensity sounds.
			- Naming the 10 sequences presented.
24	Figure-ground	- Competing sound selected by the teacher (unknown song, instrumental song, poorly tuned radio).	- Playing “I packed my bag” with background noise.
24	Figure-ground		- 10 minutes of activity.
25	Closure	- List of graphemes or figures prepared by the teacher.	- Dictating 15-20 graphemes a day with competing noise.
		- Guidance to adapt activities.
		- Songs selected by the teacher.

		ASG				PG
		M1		M2		M1		M2
		Mean	Standard deviation	Mean	Standard deviation	Mean	Standard deviation	Mean	Standard deviation
DDT	RE	53.53	13.07	72.79	15.53	53.55	13.05	60.48	12.67
DDT	LE	52.13	16.82	72.06	16.77	50.76	13.66	59.71	14.86
MLD		7.88	3.75	6.53	4.22	9.19	5.63	6.90	4.06
RGDT		11.14	4.40	9.74	3.61	14.65	6.90	13.95	4.94

	ASG (n = 34)				PG (n = 29)
	M1		M2		M1		M2
	Mean	SD	Mean	SD	Mean	SD	Mean	SD
Number of correct answers in the letter identification test	78.40	21.37	97.06	5.32	65.37	29.30	88.01	24.31
Number of correct answers in the rhyme production test	0.00	0.00	11.32	17.94	0.00	0.00	3.62	7.43
Number of correct answers in the rhyme identification test	0.00	0.00	50.74	31.00	0.00	0.00	20.86	23.98
Number of correct answers in the syllabic segmentation test	18.05	35.04	88.00	13.59	0.00	0.00	62.29	28.25
Number of correct answers in the word production test from a given phoneme	31.10	27.11	69.74	23.13	42.60	30.36	57.60	31.40
Number of correct answers in the phonological working memory test	75.97	13.30	92.46	9.41	73.95	25.25	83.14	18.38
Time, in seconds, in the rapid automatized naming test	57.03	11.09	46.12	10.90	49.76	16.45	44.48	9.67
Number of correct answers in the silent reading test	55.29	19.73	76.18	17.76	56.21	24.56	64.48	21.97
Number of correct answers in the word and pseudoword reading test	0.29	1.72	5.59	16.04	0.00	0.00	4.74	13.03
Number of correct answers in the sentence listening comprehension test	68.53	10.48	83.38	17.00	68.62	23.68	79.48	15.77
Number of correct answers in the phonemic synthesis test	0.00	0.00	0.00	0.00	0.00	0.00	0.00	0.00

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[1] Caption: ASG – auditory stimulation group; PG – placebo group; RE – right ear, LE – left ear; M1 – moment one; M2 – moment two; DDT – Dichotic Digits Test; MLD – Masking Level Difference; RGDT – Random Gap Detection Test