Reports data that indicate there is an optimal rate of reading and listening to prose and that support interrelationships among accuracy, rate, and efficiency of comprehension. (AEA)

Describes development of testing program to evaluate listening comprehension in second language classes. Suggests it is necessary to incorporate the aural component into classroom activities to a greater degree. Time and effort must be spent in developing the ability to understand and process the spoken word. (Author/BK)

Explores ways teachers can teach attentive listening and makes suggestions for developing listening skills used in natural ways in the classroom. (FL)

Presents three possible exercises for increasing auditory understanding with the use of the textbook "Englisch fuer Sie": (1) doing various types of assignments in small groups, (2) using "pre-listening" questions, and (3) a learning game for detecting changes from the given text. (IFS/WGA)

The authors outline Strickland's model of eight types of listening; cite some studies which show that listening can be taught; and give suggestions to the teacher on classroom techniques they can use to develop good listeners. (SJL)

Exercises are presented as supplementary material for beginning classes. Many examples illustrate ways to consolidate the learned material, with particular reference to the textbook "Ich lerne Deutsch" and its pictures. Other exercises are designed to compare German and Farsi sentence structure. (IFS/WGA)

Describes a course in listening comprehension methodology given to teachers of English as a Foreign Language. The course includes: (1) sub-group and total group discussions of what is meant by listening comprehension, (2) listing of listening comprehension difficulties, and (3) a discussion of students' individually prepared listening…

Outlines a procedure for using television in a second language classroom where the teacher first presents vocabulary and then shows a program clip. A test of comprehension may follow. The students then study the whole text of the program, and work on exercises based on structures similar to the television text. (PJM)

Prescribes six exercises for helping business communication students to understand the importance of listening and to assess and improve their own listening abilities. (RL)

The processing that integrates the meanings of individual words to form a representation of sentence meaning begins at those points in a sentence where the structural relationships can be identified. (Editor)

Provides a rationale for using television as a means of instruction and presents a model for capitalizing on television as a connection to reading. Includes a sample task sheet. (TJ)

If the N1 wave (amplitude component between 80-130 msec) does not serve as an index of an initial stimulus set stage of selection, the N1 amplitudes should be differentiated between channels whether the selection is based on pitch, spatial position, intensity, or cues that lead to an efficient rejection of unwanted information. This study…

Discusses a number of English publications on training in listening and reading comprehension; methodology is also discussed. Several requirements are mentioned for editing of such publications, since the mere compiling of texts which appear suitable is ineffective. (Text is in German.) (IFS/WGA)

This study examined visual analog scaling judgments of disfluency by normal listeners in response to oral reading by 20 adults with spasmodic dysphonia (SD) and nondysphonic controls. Findings suggest that although dysfluency is not a defining feature of SD, it does contribute significantly to the overall clinical impression of severity of the…

Noncomprehension signaling by 16 school-age children with mild mental retardation was compared with performance of 16 typically developing children matched for nonverbal mental age. Message type and speaker were manipulated in a direction-following task. Message type, not speaker, influenced noncomprehension signaling, with no intergroup…