To determine the effect on simultaneous aural-visual training on the silent reading ability of 72 educationally disadvantaged black college freshmen, three different means of training were investigated. One experimental group (aural-visual) had a simultaneous reading-listening type of training via individual listening headsets with the visual…

The goal of the cassette pilot center at Clinton Elementary School, Minneapolis, Minn., is to develop a tape library that will improve instruction for children who learn better by simultaneous listening and viewing than by reading. To assess effects of the cassette program, two classes at Clinton which received considerable assistance with…

A music program teaches auditory skills at an English school for mentally handicapped students. (Author/PHR)

A technique is outlined which simultaneously checks students' aural and oral control of sounds and prosodies. Intended for intermediate and advanced students, the test consists of a number of minimal pairs which are read by different people while the others listen and note which of the alternatives they hear. (SW)

The study measured hearing-impaired (N=106) students' reception of language presented via five modes: oral, aural, manual, oral-aural;, and simultaneous manual and oral. The simultaneous manual and oral and the manual modes received the highest ratings. Results are discussed in terms of theories of cognitive processing and selective attention.…

The article summarizes information on assistive devices (hearing aids, cochlear implants, tactile aids, visual aids) and rehabilitation procedures (auditory training, speechreading, cued speech, and speech production) to aid the auditory learning of the hearing impaired.(DB)

Most primary-grade children were found to prefer current popular musical styles--rock, country and western, and easy listening pop. Music preferences of males and females generally were the same. There were no differences in racial group preferences for musical excerpts without racially identifying elements. (RM)

This article discusses only the perceptual modality, or sensory-intake styles of learning, and the implications for adult education. In addition, several techniques that the practitioner can utilize to assist in helping adult learners identify their learning style(s) are presented. (CT)

The flexibility of individualized instruction has permitted experimentation with an almost unlimited number of learning resources. One of the most useful of these is the remote access information system. (NH)

In conjunction with oral instruction in social studies, students were assigned to one of five organizer treatment conditions. Treatment conditions consisted of an advance or a post organizer presented visually or orally. Results indicated that nonwritten cognitive organizers facilitated both the learning and the retention of oral instruction.…

This article explains to teachers how they can identify their personal modality strength (auditory, visual, or kinesthetic) and how this orientation affects their classroom style. Techniques are also suggested for providing reading help to auditory, visual, and kinesthetic learners. (SJL)

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)

Quick learning is possible, and material in sound and visual quick message format can be effective if handled well by the instructor. Short formats make excellent introductory units or can provide reviews of difficult areas since each area is broken into basic parts. (Author.CMV)

Asserts that good band members play in tune because they listen during tuning routines and playing exercises. Maintains that the usual method of tuning bands, adapted from the orchestra, does not work. Presents recommendations for band tuning routines and methods for band members to develop listening skills. (CFR)