Listen and Learn? A Software Review of Earobics® The evaluation of software in the treatment of a language-learning disability requires analysis of both the technical and conceptual aspects of software development. The Earobics® program is reviewed with this dual purpose. The Earobics® program, as reported by the publisher, is an auditory development and phonics software program that is ... Review Article
Review Article  |   January 01, 1999
Listen and Learn? A Software Review of Earobics®
 
Author Affiliations & Notes
  • Sylvia Farnsworth Diehl, PhD
    University of South Florida, Dept. of Communication Sciences and Disorders, 4202 E. Fowler BEH 255, Tampa, FL 33620
Article Information
Development / Hearing & Speech Perception / Acoustics / Attention, Memory & Executive Functions / Speech, Voice & Prosody / Review Article
Review Article   |   January 01, 1999
Listen and Learn? A Software Review of Earobics®
Language, Speech, and Hearing Services in Schools, January 1999, Vol. 30, 108-116. doi:10.1044/0161-1461.3001.108
History: Received June 2, 1998 , Accepted September 4, 1998
 
Language, Speech, and Hearing Services in Schools, January 1999, Vol. 30, 108-116. doi:10.1044/0161-1461.3001.108
History: Received June 2, 1998; Accepted September 4, 1998

The evaluation of software in the treatment of a language-learning disability requires analysis of both the technical and conceptual aspects of software development. The Earobics® program is reviewed with this dual purpose. The Earobics® program, as reported by the publisher, is an auditory development and phonics software program that is designed to provide auditory processing and phonemic awareness training. Considered first are the technical aspects of the program, including the program description, hardware requirements, and user friendliness. Next, the conceptual framework motivating the software development is assessed through an analysis of the six games that make up the program. These six games appear to be premised on a combination of auditory processing and phonological awareness principles, which are not necessarily compatible. Finally, the strengths and limitations of the program are examined for the developmental sequence presented in its games and utility of the game sequence in the reading acquisition process.

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