In Language Arts program attention should be given to oral communication and listening skills as well as reading skills.

The speech rate of French and American radio broadcasters is compared in order to provide language teachers with an optimum speed. (AM)

Two stages in the vocabulary development of two-year-olds are reported. In the earlier Receptive stage, the child says many fewer nouns than he understands and says no verbs at all although he understands many. The child then enters a Productive stage in which he says virtually all the nouns he understands plus his first verbs. (Author/DEP)

The author lists guidelines intended to help school administrators improve their speaking, listening, writing, and reading skills. (DS)

Investigated the development of listener skills and the effects of introducing a brief plan for effective listening on the listener performances of 24 children at each of four ages (4, 6, 8, and 10 years). The plan was shown to facilitate the performances of all but the 4-year-olds. (Author/JMB)

Two experiments test hypothesis that development of children's comprehension monitoring skills in the referential communication paradigm is based in part on ability to differentiate the literal sentence meaning of speaker's direction from the meaning or intention that speaker wished to convey. (Author/RWB)

Aphasic adults (N=16) with severe auditory comprehension impairment were evaluated for comprehension of redundant and nonredundant spoken and/or gestured messages. Results indicated redundancy was not reliably superior to spoken messages alone. (Author/DB)

Leadership is the art of influencing others to want to do what the leader wants done. Leaders have good listening skills and are (1) fair, (2) goal-oriented, (3) good directors, (4) able to evaluate others, (5) responsible, and (6) skilled. (CH)

The chapter defines speech perception, raises such questions as the nature of acoustical correlates of linguistic units, reviews available information on the auditory capabilities of hearing impaired listeners (such as detection of the time/intensity envelope and temporal resolution), and addresses the relationship between auditory skills and…

Assesses ability of subjects aged 3 to 6 and 10 to 12 to solve a problem by analogy. Subjects had to discover ways to transfer balls to a bowl; stories read first to some subjects included an analogous problem and its solution. Older children's use of analogies was similar to that of adults; younger children exhibited different limitations.…

Confirms that both kindergarten and third-grade children communicate more accurately about familiar referents than about novel referents in a referential task. (PD)

Illustrates the existence of meanings in conversation that are not based on the listener's interpretations by analyzing the conversations from a family therapy session. Transcripts of the conversations are appended. (HTH)

Attempts to determine the nature and psychological organization of components of referential communication. Investigation is based on the premise that preschoolers often are unaware that a message should differentiate referents from nonreferents and that certain rules are applicable to both speaking and listening. (Author/RH)

The article provides an overview of central auditory processing (CAP) dysfunction and reviews research on approaches to improve perceptual skills; to provide discrimination training for communicative and reading disorders; to increase memory and analysis skills and dichotic listening; to provide speech-in-noise training; and to amplify speech as…

Discusses selected aspects of understanding spoken foreign language within the parameters of a suggested model of listening comprehension. Suggests some educational strategies in accordance with the proposed model and indicates some of the ways in which computer-assisted learning might help to develop listening comprehension. (EKN)