The article, the sixth in a series discussing specific tests of the Detroit Tests of Learning Aptitude (DTLA), deals with verbal opposites (word meanings in isolation) and verbal absurdities (word meanings in context). (DLS)

The purpose of this study was to determine whether or not children in grades two, four, and six make consistent use of Haviland and Clark's Given-New Strategy in visually and aurally comprehending presuppositive negatives. (HOD)

Twenty-four trainee counselors were allocated to three treatment groups: no modeling, no feedback (NMF); modeling and feedback from the supervisor (MF); and feedback from the supervisor (F). Analysis of variance showed that MF was superior to NMF and F in teaching the skill of reflection of feeling. (Editor/SJL)

Presents an approach for helping students to explore the auditory level of meaning of a poem in a step-by-step manner. (TJ)

Analyzes the perceptual problems of 22 nonnative speakers of English who transcribed spontaneous speech. Finds that perception resembles a matching of the listener's projection and the incoming acoustic information, that native/nonnative perception strategies were similar, and that hesitation phenomena were important sources of nonnative speakers'…

The hemispheric dominance for language of three groups of six- to nine- year-olds (ten language-disordered, ten articulation-disordered, and ten normal children) was compared, and two dichotic listening tests (digits and animal names) were administered. (Author/CL)

Evaluates the place of oral reading in the school curriculum. Argues the point that oral reading should be an exercise in communication between the reader and listeners and not an exercise in catching the reader in a mistake nor a method of keeping a class quiet. (BF/JH)

Assesses the effect of an additional year of institutionalization on the dichotic listening performance of paranoid schizophrenics. (Author/RK)

Results of a study show that reading and listening comprehension depend on the same language processing skills and that localized processing skills, not global organizational skills, are a major source of individual differences in language processing. (JM)

Children often struggle in noisy classrooms. Many classrooms being planned duplicate acoustically inadequate 50-year-old designs that cannot accommodate group learning and hands-on science. The Architectural and Transportation Barriers Compliance Board, which enforces Individuals with Disabilities Education Act regulations, has been asked to…

Two experiments (n=41 and n=166), one in listening and one in reading, examined the relationships among signaling (structural cues), notetaking, and field dependence-independence in college students. Field-independent subjects seemed to use a tacit structure strategy, whereas field-dependent subjects seemed to display structuring skills when…

Discusses two auditory comprehension studies that investigated the role of focus, as conveyed by a pitch accent, in the comprehension of relative clauses preceded by a complex noun phrase. Findings include focus attracts modifiers, and pitch accents for new phrases differ acoustically from pitch accents for contrastive phrases. (46 references)…

Findings from three studies show that effective leaders have greater behavioral complexity and fill multiple roles better than ineffective leaders; listening skills are key to effective leadership; there are no gender differences in emerged leadership; and although task-relevant communication is important to leadership, other research indicates…

Extends Mayer's (1997, 2001) generative theory of multimedia learning and investigates under what conditions multimedia annotations can support listening comprehension in a second language. Highlights students' views on the effectiveness of multimedia annotations (visual and verbal) in assisting them in their comprehension and acquisition of…