Technical (e.g., the need for more audiologists) and educational (e.g., the need for personnel preparation) considerations are examined in terms of maximizing the use of residual hearing with hearing impaired students. Historical and current approaches to auditory training are discussed, as is the role of prosody in spoken language comprehension,…

Hearing-impaired children in mainstreamed classes require assistive listening devices beyond hearing aids, lipreading, and preferential seating. Frequency modulation auditory training devices can improve speech intelligibility and provide an adequate signal-to-noise ratio, and should be incorporated into regular classes containing hearing-impaired…

The introduction to the monograph on auditory learning summarizes the responses of 13 authorities on the education of the hearing impaired to the question: "What is unique about an auditory approach to spoken language development?" Responses are organized into categories (e.g., use of sense modalities, benefits, integration, parent involvement).…

Auditory imagination is used in this paper to describe a number of issues and activities related to sound and having to do with listening, thinking, recalling, imagining, reshaping, creating, and uttering sounds and words. Examples of auditory imagination in religious and literary works are cited that indicate a belief in an imagined, expected, or…

This paper provides a critical review of the behavioral research on film music, indicates that there is a visual bias in media attribute research which needs to be balanced, and provides media producers and instructional developers with a theoretical basis and practical guidelines for using music in audiovisual presentations. The question of film…

Discusses research supporting the contention that listening fluency should be taught first and oral response delayed because languaqe acquisition takes place without any overt performance. Includes extensive bibliographic references. (PMJ)

Deals with the neglect of instruction in listening and speaking, a fact attributed to a shortage of instructional materials, and teachers' lack of knowledge in these areas. Reviews the available literature and suggests steps to be taken to develop a curriculum in listening and speaking using these materials as a foundation. (RBW)

Describes the fragmentary recall of aural and visual messages and discusses the implications for instructional design. Topics discussed include cognitive processes; the characteristics and selection of various media and the relationship to fragment processing skills; classroom activities based on fragmentary recall; and direction for further…

A study examined variables that affect the acquisition of automaticity of verbal skills. Among the variables examined were practice, novelty or familiarity of a word or word category, the speed and efficiency with which persons acquire automaticity, reaction time, and number of tasks performed concurrently. Subjects, 30 sixth and seventh grade…

The importance of incorporating aural comprehension activities in the second language classroom is discussed. In addition, both the theoretical models upon which the listening comprehension research is based and the operational definitions employed by the researchers are examined. It is suggested that research demonstrates the value of emphasizing…

Eight commercially-available listening and note-taking courses are reviewed and a matrix for comparing their characteristics is presented. "Listening and Note-Taking" (Virginia Yates) was written for college-bound high school students and college students who need to improve listening and note-taking skills, while the "Sack-Yourman Study Skills…

Presents evidence to support the premise that boys reflect a predilection to process information visually, while girls reflect a preference to process information auditorally. Cautions against relying on isolated components such as hemispheric dominance or laterality during the identification and correction of reading problems. (FL)

Examines the expectations and effectiveness of second language (French) education in Canada. Recommends curriculum modifications and program redirection focusing on positive attitude formation and ear training to stimulate continued language study. (NEC)