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)

Groups of extrovert, ambivert, and introvert children, aged 8, saw pictures with a taped commentary about each. On an immediate recall test, extroverts recalled most if given the commentary before the picture, introverts did best when the picture came first, and ambiverts performed similarly in both conditions. (Author/SJL)

One hundred and sixty-six second graders were administered the Illinois Test of Psycholinguistic Abilities (ITPA) and a visual and auditory memory test. Intraindividual discrepancies between a child's performance on comparable visual and auditory measures served to identify him as a visual or an auditory learner. Significantly more 5-year-old…

The Clinton Cassette Project was begun during 1969-70 to find out if children with reading problems could learn their lessons by listening to them on cassette tapes. This project was the first to include setups for individual and group listening in every classroom in an elementary school. Many tapes were produced and duplicated at Clinton School,…

The purpose of this investigation was to gather empirical data concerning the learnability of content and function words taught in treatments of isolation and oral context to groups of prereading first grade pupils in high and low socio-economic levels. One hundred twelve subjects were tested through a paired-associate task and the data were…

An investigation of a saturation advertising campaign to acquaint the public with changes in radio wavelengths showed that repeated presentation of material does not lead to learning unless appropriate encoding occurs. Such encoding will occur when subjects are allowed to use previously acquired learning strategies. (PMJ)

In a study 12 normal children and 12 reading disabled (word recognition difficulties) children (mean age 9.2 years) were compared for reading and listening comprehension to test whether disabled readers, given an auditory presentation, would show comprehension of material comparable to that of normal readers given visual presentation. (PHR)

Focuses on the use of different learning modalities in elementary music classes. Describes four learning modalities (aural, kinesthetic, tactile, and visual) and discusses how these modalities can aid in children's conceptual understanding. Discusses the benefits of this approach and includes a lesson plan using the learning modalities. (CMK)

This paper reviews research indicating that children use images to improve comprehension and production of text; argues that images and sounds can effectively bring children's cultures into the classroom; and studies how eight elementary children used a multimedia composing environment, focusing on the nature of their preferred symbol systems and…

Researchers examined student listening and reading performance to determine weaknesses in listening and reading comprehension, questioning whether performances of students with such problems suggest differences in processing strategies. Results showed significant between-group listening and reading differences. Using listening to measure optimal…

Examines one aspect of the cognitive development of preservice education students, the ability to utilize different modes of mental representation. Finds associations between the level of mathematics experience and both the ability to utilize three different modes of mental representation (enactive, visual, and verbal) and the overall use of…

The purpose of this study was to determine whether children as young as second-graders could encode categorically within an abstract evaluative dimension. The study uses mode of stimulus presentation (auditory or visual) as an independent variable. The subjects were 40 white middle class children from grades 2, 4, and 6, who were randomly assigned…

The comparative effectiveness of correlated listening-reading and reading-only comprehension lessons was studied using high school retarded readers with varying sensory modality learning preferences. Over a one-semester period, comparable lessons were taught to two groups matched for IQ, age, reading grade level, and freedom from sensory defects.…

The article reviews 22 studies concerned with learning disabled children under 10 years old in which there was a clear attempt to compare auditory and visual modality preferenes to visual and/or auditory methods of teaching words or other written verbal symbols. (PHR)

This document consists of a project report and tutor activities book from a project that was conducted for tutors associated with the Crawford County, Pennsylvania, READ Program. The project report describes how the commercial publications currently being used as tutor resource materials were examined to identify strategies appropriate for adult…