Despite the 'medium' tag, this line is actually very stable: 397 attempts brought back 92.7%, averaging 4.5/5. It reads like an equation (ID = card), and the only word regularly swallowed is the repeated possessive your (8.8%) — one of its two your forms occasionally goes missing.
Library orientation
Context cue
This is a practical library fact: your student ID is your library card. The whole line is one equation — ID equals card.
Each word is shaded by how often it was dropped across 397 attempts. Hover for the exact rate. This sentence is one case in the Listen and Repeat research across 23,000+ sessions — where endings and late words drop most.
The three most fragile words here are your (8.8%), student (3.5%), id (2.8%) — when you record your own version, check first that each of these survives.
These are sounds with substantial measurements in this sentence, not a generic pronunciation list. Automatic assessment places /d/ lowest among the sounds shown.
| Sound | Measurements | Avg accuracy | Below 60 |
|---|---|---|---|
| /d/ | 1,112 | 84/100 | 13.1% |
| /j/ | 721 | 85.5/100 | 5.3% |
| /k/ | 385 | 85.7/100 | 8.8% |
Omission rates show the pattern, not its cause. Position, word length, and endings still give us specific practice hypotheses to test.
your
8.8% omitted
Your appears twice, both times an unstressed possessive with low information, so it is easily swallowed — yet it marks whose card it is.
Practice: Keep both your forms light but present so neither side of the equation loses its owner.
student
3.5% omitted
Student forms a compound with ID, and the two linked can reduce to one.
Practice: Say both words student ID in full, not fused into one sound.
id
2.8% omitted
ID is an abbreviation whose two letter-sounds are short and often folded into student.
Practice: Pronounce the letters I-D clearly so it stands as its own piece of information.
Place splits between complete meaning groups, following the chunking method. The slashes are memory boundaries for practice, not mandatory audible pauses.
| Speakers paused before | Share of pauses | Placement |
|---|---|---|
| “library” | 3.3% | Mid-phrase |
| “is” | 1.8% | Mid-phrase |
| “card” | 1.3% | Mid-phrase |
| “id” | 1.3% | Mid-phrase |
Treat the line as one equation, not chopped up: Your student ID = your library card.
Keep both your forms, then say both words of student ID in full.
Land on library card, minding the final /d/ of card.
Do not rely on a vague feeling of success. Meet all four checks twice in a row before increasing sentence length.
Record it once and see your own version of the heat map above — which words you dropped and where your pauses landed.
Practise Listen and Repeat“Welcome to the University Library.”
5 words · Library orientation · 396 attempts
“You may read any of the materials in the library.”
10 words · Library orientation · 394 attempts
“The reference section is located here on the first floor.”
10 words · Library orientation · 391 attempts
“The Computer Periodical Archive is located in the basement.”
9 words · Library orientation · 386 attempts
Use 1 meaning groups: Your student ID is your library card. Preserve the information skeleton first, then check the final words and endings.
your (8.8%), student (3.5%), id (2.8%) have the highest omission rates among the 397 attempts summarized here.
Pause between complete meaning groups rather than inside a noun or verb phrase. Use pauses as a memory scaffold, then work toward a connected delivery.