Discusses the pros and cons of phonics for spelling. (MP)

This study explores the metaphorical relationship between the process of narrative inquiry and the process of "musical mapping." The creation of musical maps was used as a classroom tool for enabling students' musical understanding while listening to music. As teacher-researcher, I studied my fifth-grade music students as they interacted with…

Task instruction may be presented in many forms. However, training system designers are often forced to depend on intuition when choosing a presentation medium. Though past research has investigated the effectiveness of instructional media types, results have been mixed with no clear recommendations of which medium to use for instruction. An…

Students have specific learning style preferences, and these preferences may be different between male and female students. Understanding a student's learning style preference is an important consideration when designing classroom instruction. Therefore, we administered the visual, auditory, reading/writing, kinesthetic (VARK) learning preferences…

Describes theory and experimental findings of Asher and Postovsky in their investigations on how children acquire listening skills. (RL)

This study was designed to discover whether a student learns to imitate the skills demonstrated in a motion picture more accurately when the supportive descriptive terminology is presented in an auditory (spoken) form or in a visual (captions) form. A six-minute color 16mm film was produced--"Determining the Test Weight per Bushel of Yellow Corn".…

Retention of verbal material presented in a normal linear manner was compared to retention of the same material presented in simultaneous messages for this study. The subjects were 180 undergraduates, and each was randomly assigned to one of the nine experimental groups formed by combinations of presentation--linear, two simultaneous messages, or…

Training basic auditory recognition and retention skills through the use of a computer-electronic organ interface is described. Session structure and computerized aural test modules are explained and results are detailed. (RAO)

Since the greatest amount of communication time, both in the classroom and in normal daily life, is spent in listening, an effort must be made to bring listening into parity with other forms of communication. (NQ)

Discussed are the results of several experiments in Uganda designed to compare aural learning to reading. (LS)

Selective auditory attention skills of 21 learning disabled children as compared with the performance of 23 normal achievers (seven- to nine-years-old) were examined. Performance of the LD children was affected more than normal achievers under all distractor conditions. (Author/CL)

Multivariate analyses, followed by univariate tests, indicated that the normal children increased in sustained attention efficiency with age to both visual and auditory stimuli. Hyperactive children (9-14 years old) increased in sustained attention efficiency with age to auditory but not visual stimuli. (Author)

Results indicated that statistically significant but small relationships appear to exist between the areas of auditory and visual imagery vividness and the creativity components of elaboration and total creativity. (CL)

The role of memory deficits in learning disabilities (LD) was examined. It is argued that a shift in emphasis is necessary from standardized test results to the processes which underpin performance on such tests. (Author)