School radio is useful if it has motivating power and can be understood and acted out by the students. The series "English for Juniors" is recommended as an example. Methodological points for the teaching of weaker students are presented. (IFS/WGA)

A study involving 65 children from 5.6 to 9.5 years of age suggested that the average child's ability to differentiate spoken words from other units of speech improves with age and that significant relationships exist between children's knowledge of spoken words and their reading achievement. (GT)

Answering critics of language laboratory effectiveness, this article presents a methodology for laboratory work which includes working in partnership. Necessary technical equipment is described. Learning goals are proposed, and possible further developments in the method are suggested. (IFS/WGA)

Two experiments examined the effects of blocking of word lists (grouped by semantic category membership or randomly ordered) on the dichotic listening performance of second-and fifth-grade children. (CM)

Provides a model for teaching listening comprehension through the use of soap operas. (AM)

A peer counseling training unit for preservice teachers can increase participant empathy level and listening skills in a relatively short period of time. (JD)

Describes the use of the "micrologue," a brief narrative on cultural topics, to develop linguistic and cultural skills in the language classroom. (AM)

The use of shortwave radio in the French class is discussed. Programing, receiving equipment, problems and suggestions for improving students' skills are described. (CHK)

Discusses factors that affect how well students with hearing loss and typical students can hear in classrooms. Soundfield equalization is discussed as a way to create an environment where each child is at a favorable speaker-listener distance by routing the teacher's voice to loudspeakers around the classroom. (CR)

Examines the enrichment of sharing literature with young children through storytelling. Presents guidelines for selecting stories for storytelling, including literary standards, characters, plot, setting, and themes. Makes suggestions for effective storytelling and discusses the importance of understanding the variation in children's listening…

Presents three strategies to motivate elementary students: (1) the "Miles to Go" game, charting students' experiences with book content, recording their conclusions and feelings; (2) shopping lists used to seek practical information from other students, to practice notetaking and listening; and (3) neon-colored notebooks given to each…

Argues that presentations in second language conferences should not be read because written discourse is too difficult for the audience to understand, whereas spoken discourse normally has a great deal of repetition to ensure that the main points are successfully transferred. Points out that read presentations are dull and inflexible, difficult to…

Pays tribute to Charlotte Brooks for her contribution to teaching. Applauds her innovative teaching approaches that emphasize the importance of listening to the students. Reviews her concern with teacher attitude, expectation, and honesty. (TB)

Argues against the linguistic account of children's responses to sentences with universal quantification and reports on investigations of their comprehension and production of quantificational sentences. The article concludes that young children have full grammatical competence with universal quantification. (58 references) (Author/CK)

Teachers within a private, Indian, English-medium school discussed their beliefs and practices regarding teaching English in India. Respondents acknowledged the premier position of English in academies and throughout the world, believing their students needed good oral communication skills. However, oral and listening skills were not emphasized in…