Whole-Body Listening Developing Active Auditory Skills Clinical Exchange
Clinical Exchange  |   July 01, 1990
Whole-Body Listening
 
Author Affiliations & Notes
  • Susanne P. Truesdale
    Burnt Hills-Ballston Lake Central Schools, Scotia, NY
Article Information
Hearing & Speech Perception / School-Based Settings / Clinical Exchange
Clinical Exchange   |   July 01, 1990
Whole-Body Listening
Language, Speech, and Hearing Services in Schools, July 1990, Vol. 21, 183-184. doi:10.1044/0161-1461.2103.183
History: Received November 17, 1988 , Accepted November 20, 1988
 
Language, Speech, and Hearing Services in Schools, July 1990, Vol. 21, 183-184. doi:10.1044/0161-1461.2103.183
History: Received November 17, 1988; Accepted November 20, 1988
It is commonly recognized that auditory skills are basic to the language learning process. Likewise, efficient listening skills are prerequisites for academic success. In the school environment, students must continually attend to, process, store and retrieve auditory information while simultaneously self-monitoring comprehension.
Listening skills are taught in various formats and levels throughout the elementary grades. There are abundant resources available for practicing listening skills: auditory tape recordings of sounds to identify, worksheets to complete according to verbally presented information, sequenced directions to follow after oral presentation, and numerous commercially available programs.
What appears to be missing from these programs and methods is the instruction of the behaviors necessary for effective and efficient listening. We provide practice in listening, but do we teach students how to listen?
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