Among findings from a comparison of 13 preschool hyperactive and control males assessed on receptive-communications tasks that required listening and delayed response were that Ss did not differ in task-related movements or verbalizations, but that hyperactive Ss verbalized impulsively during transitions and tasks requiring response delay. (DB)

Electronic music can be used to give nonmusic majors an appreciation of musical culture. As final projects, students complete compositions and make the same musical decisions that composers make. Emphasis is on understanding of the electronic medium and on aural analysis. (CS)

Examines first- and third-grade children and college adults' ability to make excuse inferences about a speaker's use of an utterance and to modify those inferences appropriately upon receiving later information. Possible reasons for children's inflexibility were examined by varying the difficulty of relating the excuse interpretation and…

Examines the role of suprasegmental phonology in speech processing and its implications for reading instruction; also reviews evidence for the hypothesis that prosodic features cue the boundaries of perceptually functional units in spoken sentences, thus assisting the listener in the segmentation of verbal information. (FL)

Reports a study in which Late Stage 1 Down's syndrome children's responses were examined for their pragmatic and semantic relationships to four types of requests used by mothers. Findings indicate the responses used by retarded children and normal children are the same at this linguistic stage. (SED)

Reading, self-esteem, auding, and verbal language levels were measured for 132 youths and adults entering a tutorial program. Results showed that the subjects had low levels of auding, verbal language, and reading, but self-esteem was not significantly related to the other variables. Auding and verbal language skills were shown to be important to…

Using the Watson-Barker Listening Test Form A and Form B as pretest and posttest at the freshman level, this research attempted to determine whether the two forms of the test and the differences between pretest and posttest would be significant predictors of students' final grade point average (GPA). Each form of the test was taken by 190 students…

The Nevada English Language Arts Standards are intended to give Nevada children the tools and experiences that will help them not only to succeed in school but also to become lifelong and adept readers, writers, listeners, and speakers. In the first part, the standards are divided by grades K-4 and grades 5-8 and 12, with each of the two sections…

This brief paper focuses on where the Teaching of English to Speakers of Other Languages (TESOL) field has been and where it is going regarding the studying and teaching of listening comprehension. It reviews in some detail a few of the leading texts in the field: "Building Strategies" by Abbs and Freebairn (1979); "English Firsthand: Gold…

This study investigated whether participation in a computer lab would improve high school students' performance on Spanish vocabulary, grammar, and listening comprehension. Students participated in classroom and computer lab activities. Analysis of student data (including student surveys) throughout five units indicated that the computer lab was a…

Most computerized tests are simple applications that make limited use of the technology inherent in computer-delivered examinations. One potentially valuable feature of computer-administered examinations is the ability to play audio files, a function that makes it possible to incorporate sound into computer-based tests. Audio tests allow the…

This booklet presents parents with 10 "easy and fun" tips for helping them to speak and listen effectively to their children. The tips in the booklet are: be interested; make and keep eye contact; be a good language model; avoid dead-end questions; extend conversations; read aloud regularly; share your thoughts; define and reflect feelings;…

Paper presented to the staff of the English Language Branch--Defense Language Institute, Lockland Air Force Base, Lockland, Texas, 1973. (HW)