Describes the activities used during an inservice program conducted by Philadelphia's Affective Education Program to help English and language arts teachers improve students' communication skills. (DD)

Educators must expand their conception of listening and speaking to include nonverbal components of oral communication and develop strategies to use this expanded concept in developing the listening and speaking skills of their pupils. (MJB)

Systematic instruction of reading tends to separate it from the other forms of verbal language communication--writing, speaking, and listening--a separation is unnatural, unproductive, and ultimately self-defeating. (MB)

Various ways to use foreign language radio broadcasts in comprehension practice, speaking practice, and written work are outlined. BBC and other broadcasts in several languages are listed and annotated as to age level and topics. (CHK)

Suggests methods of improving speaking and listening and listening skills in the elementary school. (DD)

A technique is described for developing specialized French vocabulary in the field of economics using a brief daily radio program discussing general economics concepts. A transcript of one program is presented. (MSE)

The study examined the performance of 19 pairs of autistic and nonautistic (but with a language delay of at least six months) children on the Test for Auditory Comprehension of Language. Results indicated no significant differences between groups or between sexes within groups in receptive language skills. (Author/DB)

Investigates the effect of both trait communication apprehension (CA) and anticipated interaction on student recall of instructional messages. Finds that anticipated interaction elicited higher levels of state anxiety in students with high CA, inhibiting their free recall of a lecture. (MS)

Word and sentence recognition scores were used to compare the effectiveness of a typical FM assistive listening device, an inexpensive hardwire unit, and the personal hearing aids of 10 moderately hearing-impaired college students. The FM unit performed significantly better. Moreover, the sheltered classroom listening experience promoted wider use…

Study strategies used to assist mildly handicapped students become more actively engaged and successful in gaining and responding to information in content area classes are described. They include using advance organizers, summarizing/paraphrasing what is read, enhancing listening skills, and improving the organization, appearance, and accuracy of…

A test of paralinguistic features of English that can be observed by listening is recommended for testing listening comprehension, especially at the advanced level, in students of English as a second language. (MSE)

Describes Pasco (Washington) School District's resolution of a recent negotiation impasse in their normal "win/win" collective bargaining process. The key was to reestablish the trust, patience, and willingness to listen that had eroded over the years as new participants replaced old hands in the nonadversarial bargaining process. (MLH)

The relationship between word and stress pattern recognition ability and hearing level was explored by administering the Children's Auditory Test to hearing-impaired young adults (N=27). For word recognition, subjects with average hearing loss between 85 and 100 decibels demonstrated a wide range of performance not predictable from their…