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ERIC Number: ED054146
Record Type: RIE
Publication Date: 1966-Jan
Pages: 27
Abstractor: N/A
Reference Count: 0
The Implications of Early Education Stimulation in Listening for Teacher Education.
Freshley, Dwight L.; Rea, Richard
In the last decade, curriculum specialists in the Language Arts have expanded the field to include listening. A compelling reason for increasing the listening training of first grade and preschool children lies in their "listening readiness." They are required to listen for information in order to learn, follow directions, participate in discussion and planning, etc. The relationship between listening test scores and various abilities and characteristics of the listener have often been investigated. Some factors in the listener found to be influencing comprehension are recognition of correct English usage, size of the listener's vocabulary, ability to make inferences, and ability to structuralize speech. Factors in the speech, such as difficulty and organization of content, and environmental factors, such as closeness of speaker, play an important part in determining listening effectiveness. Four different approaches to teaching listening are noted in this paper: direct, indirect, integrated, and eclectic. The field of listening has catapulted into language arts prominence in the last 15 years. Irrefutable findings are few, and those reported here represent only a start in a promising art. (CK)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Teacher Education Conference (Georgia Center for Continuing Education, January 21, 1966)