Descriptor
| Auditory Training | 9 |
| Aural Learning | 9 |
| Speech Communication | 9 |
| Hearing Impairments | 5 |
| Exceptional Child Education | 4 |
| Hearing Aids | 4 |
| Teaching Methods | 4 |
| Listening Comprehension | 3 |
| Listening Skills | 3 |
| Audiolingual Skills | 2 |
| Communication Skills | 2 |
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Author
| Bowdidge, John Stephens | 1 |
| Brown, Gillian | 1 |
| Geers, Ann E. | 1 |
| Hiney, Esther | 1 |
| Marimont, Rosalind B. | 1 |
| Moog, Jean S. | 1 |
| Niemann, Sherry L. | 1 |
| Simmons-Martin, Audrey | 1 |
| Thomlison, T. Dean | 1 |
Publication Type
| Guides - Non-Classroom | 2 |
| Information Analyses | 1 |
| Journal Articles | 1 |
| Reports - Descriptive | 1 |
| Speeches/Meeting Papers | 1 |
Education Level
Audience
| Parents | 1 |
| Practitioners | 1 |
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Peer reviewedNiemann, Sherry L. – Volta Review, 1972
Described is a program of hearing therapy for children whose hearing losses are detected in infancy. Residual hearing is utilized and speech is taught through the auditory sense. (KW)
Descriptors: Auditory Training, Aural Learning, Educational Methods, Exceptional Child Education
Peer reviewedHiney, Esther; And Others – Volta Review, 1973
Descriptors: Auditory Perception, Auditory Training, Aural Learning, Conference Reports
Peer reviewedSimmons-Martin, Audrey – Volta Review, 1972
The author cites facts about the deaf population, acoustics, and physiology to support her contention that total use of residual hearing in deaf persons should begin as early as possible and should be related to speech. (GW)
Descriptors: Auditory Training, Aural Learning, Communication Skills, Educational Methods
Peer reviewedMarimont, Rosalind B. – Volta Review, 1974
Examined are aspects of speech training that are crucial to attainment of understandable speech by the congenitally deaf, and the optimum time for auditory training. (Author/MC)
Descriptors: Auditory Training, Aural Learning, Communication Skills, Deafness
Download full textThomlison, T. Dean – 1984
Attempting to present empathy as a vital ingredient of effective interpersonal listening, this paper first provides a brief historical tracing of the major trends in listening theory and research. This review then serves as a backdrop for a partial justification of an empathic listening emphasis that includes a clarification of some misconceptions…
Descriptors: Auditory Training, Aural Learning, Cognitive Processes, Elementary Education
Bowdidge, John Stephens – 1967
This study tested which, if any, of three listening training methods would make a significant difference in the listening ability of high school students. From 17 public and parochial schools in the greater Kansas City, Missouri, area, 615 students were selected and pre- and post-tested with alternate forms of a "cloze" listening test devised by…
Descriptors: Audiolingual Skills, Auditory Training, Aural Learning, Listening
Nassau County Board of Cooperative Educational Services, Westbury, NY. – 1987
Project CHIME (Children with Hearing Impairments in Mainstreamed Environments) develops and implements strategies that promote effective preschool mainstreaming of selected hearing-impaired children, ages 2-5 in Nassau County, New York. Written for parents of preschool children with hearing impairments, this handbook contains background…
Descriptors: Auditory Training, Aural Learning, Hearing Aids, Hearing Impairments
Peer reviewedMoog, Jean S.; Geers, Ann E. – American Annals of the Deaf, 1991
This article outlines procedures for maximizing the benefits that profoundly deaf children can achieve through cochlear implants. The history of such implants and practical aspects in their use are described. Factors in development of speech perception skills, auditory training objectives and activities, and spoken language acquisition are…
Descriptors: Assistive Devices (for Disabled), Auditory Training, Aural Learning, Cochlear Implants
Peer reviewedBrown, Gillian – TESOL Quarterly, 1978
Understanding spontaneous speech is a very difficult task for many foreign students. They must be taught to use all the ethnographic cues available to enable them to predict the likely content of a text. They must predict not only the factual content of spoken language but also the interactional structuring. (Author/CFM)
Descriptors: Audiolingual Skills, Auditory Stimuli, Auditory Training, Aural Learning
