This article suggests a variety of ways in which the teacher and the parent can foster and develop good listening skills in children. (CS)

Describes a technique for helping students develop the art of listening and understanding ideas. (RB)

The study investigated the listening ability of 13 visually impaired college students. Ss were pretested on a listening skills test and then exposed to each of three modes of speech presentation (normal speech, accelerated speech, and compressed speech) in a counterbalance order. It was postulated that a differential effect in performance would…

Sixty fourth- and fifth-grade children listened to six series of six sentences each, with each sentence in a series containing the same artificial word. The task was to assign to the artificial word a meaning which would fit all sentence contexts in the series. Preliminary data provided an estimate of the probability that a particular sentence,…

Points out the inherent problem that may keep teaching of twentieth-century music analysis from being effective. Since the students' frame of reference for music listening is usually "traditional" music practices, they are often unprepared to hear and analyze twentieth-century music. Suggests how to develop appropriate listening skills.…

The author states that effective listening is vital to oral communications in business and a leading contributor to good human relations. He lists major barriers to listening comprehension as distractions, preconceptions, dullness, note-taking, and fatigue. (MF)

This study concluded that normal reading comprehension, at least at the literal level in mature readers, was shown to be a more precise form of language processing than listening to spontaneous speech. (HOD)

The differential effects of normal and emphatic stress on the auditory comprehension performance of nine aphasic and five normal adults were assessed. The aphasic subjects demonstrated significantly better performance for stimuli presented with emphatic stress. (Author/DB)

Two implications for instruction in language arts are suggested. First, more reading of children's literature in the reading/language arts curriculum will foster learning the way language is written. Second, teaching story discourse rules directly is inappropriate, since children will tacitly construct the rules much as they have developed other…

The article examines children's requests for clarification (RQCLs) in sections on the development of RQCL behaviors in normally developing children, the use of RQCL behaviors by language-impaired children, evaluation of language-impaired children's use of RQCL behaviors, and facilitation of language impaired children's use of and response to…

Thirty learning disabled high school students were presented comprehension-monitoring tasks under two conditions--verbalization and listening. Among results was that multimodal presentation of information does not assist and may interfere with comprehension monitoring and processing. (Author/DB)

As part of an ongoing evaluation of the Tactile Vocoder, a device that allows the acoustic waveform to be felt as a vibrational pattern on the skin, two prelingually profoundly deaf teenagers reached criterion on a 50-word vocabulary (live voice, single speaker) after 28.5 and 24.0 hours of training. (Author/DB)

Examines the development of integration and comprehension monitoring in four-, five- and eight-year-olds. Children listened to stories containing a nonspecific premise, two sentences that converged on an interpretation of the premise, and an anomalous sentence. Results were interpreted as evidence for three developmental levels of integrative…