Presents a study in which entry-level employees who recently graduated with business degrees were surveyed to discover what forms of communication they used most, which they felt were most important, and what types of communication problems interfered with their work. (JC)

Comparison of the English comprehension of 16 non-native speakers on task directions presented by a native English speaker indicated that comprehension was best assisted when the content of directions was repeated and rephrased in interaction. Reduction in linguistic complexity in the premodified input did not significantly affect comprehension.…

Describes the use of language lab materials supplied by the pedagogical journal "Russkij Jazyk Za Rubezom" in an advanced Russian-language class. Each week students were given a relevant picture and vocabulary list prior to listening to a taped story. The story was used as the basis for conversation. (LMO)

Explains the difference between a reading aloud to children program designed to motivate children to read, and a developmental listening program which provides a focus for listening in a whole language environment and requires response and evaluation. (SD)

Analyzes the frequency of preschoolers' (N=250) spontaneous use of "thank you" while playing games with unfamiliar adults or peers. Findings indicate that girls and low socioeconomic status children said "thank you" spontaneously more often than boys and middle socioeconomic status children. Children said "thank you"…

Findings imply that while preschool children both enjoy and profit from listening to stories read to them in unelaborated fashion, they gain much more from observing and participating in the actions portrayed in the stories. (FL)

The article details on three classroom projects using computers and synthesized speech software to foster expressive language and facilitate language comprehension in severely visually handicapped preschoolers and in preschool- and school-age Downs syndrome children. Computer use with a cerebral palsied child for story comprehension and…

Presents a strategy for using an expanded version of Total Physical Response (TPR) as one tool for teaching listening, speaking, reading, and writing in Spanish. Variations of TPR are suggested for the purpose of implementing the technique within the foreign language curriculum. (Author/CB)

Discusses the problem of testing with particular regard to the evaluation of aural-oral skills within a modern methodological context. The use of pictures, paragraphs, and dialogs to test listening skills and of pictures and micro-dialogs to test speaking skills is described. (SED)

Describes a specialized authoring system known as a template, which usually targets only one subject and one format at a time. A template called DICTATE, which allows teachers to use the dictation format to practice auditory discrimination, aural comprehension, and orthography is discussed in detail. (SED)

Describes a project of a Speech Communication Association Task Force that culminated in developing a list of major speaking and listening skills for elementary school students. Covers background, specific skills, their assessment, and ways to teach these skills. (PD)

Describes a study which examined the relationship between age and achievement of adults in an instructional setting. Older (25 to 41) and younger (17 to 24) French-speaking students were compared with respect to short-term development in aural comprehension. Results suggest that achievement rate decreases with increasing age. (SED)

Concludes that the test represents a carefully designed, standardized, norm referenced instrument for children aged 6 to 14.(FL)

Children with language deficiencies in grades two through four received instruction in listening comprehension. One-half of the children in each grade verbalized explicit strategies prior to applying them to questions. Strategy self-verbalization led to high self-efficacy across grades and promoted performance among third and fourth graders.…

Respect and communication. That's what teachers and paraprofessionals say makes an effective classroom team. In speaking with paraprofessionals and teachers, the American Federation of Teachers (AFT) has gathered several tips about how to make working together work. These tips include: (1) Creating a healthy, open relationship between teacher and…