Listening was found to be a potential avenue for learning content area material. Further, findings underscore the value of a response format that minimizes involvement of expressive language in severely disabled students with identifiable expressive language difficulties. (Author)

Discusses research supporting the contention that listening fluency should be taught first and oral response delayed because languaqe acquisition takes place without any overt performance. Includes extensive bibliographic references. (PMJ)

Researchers examined student listening and reading performance to determine weaknesses in listening and reading comprehension, questioning whether performances of students with such problems suggest differences in processing strategies. Results showed significant between-group listening and reading differences. Using listening to measure optimal…

While listening comprehension is perhaps the most ignored area of the language arts, a review of the literature suggests that it is deserving of more classroom instructional time. Involving the simultaneous orchestration of skills in phonology, syntax, semantics, and knowledge of text structure, listening comprehension seems to be controlled by…