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- W277209935 abstract "Susan B. Neuman The relationship between auditory skills and reading achievement has been investigated repeatedly with a number of distinct methodological strategies. One conclusion has been consistently reported: the child who is unable to hear and distinguish sounds will most likely have diffi culty in learning to read (Bond, 1935; Chali, Roswell, and Blumenthal, 1963; de Hirsch, Jansky, and Lang ford, 1966; Durrell and Murphy, 1953; Harrington and Durrell, 1955). Perhaps as a result of this research, a number of studies attempted to teach auditory skills as a method of improving reading instruction (Mc Ninch and Richmond, 1972; Mayo, 1971; Rosner, 1974; Witkin, 1973). Special programs were developed which included such auditory pro cesses as attention, closure, blending, and memory. Overall, however, no definitive conclusions emerged from these stud ies. The major questions still re mained: can auditory skills be taught, and if they can, do they produce gains in reading achievement? Ac cordingly, in 1978, a project was designed with the goal of answering those two questions. This study used an auditory per ceptual training program developed by the investigator and the hierarchy of auditory perceptual skills pro posed by Flower (1968, p. 22). To measure each perceptual skill, a subtest from an available standard ized instrument was selected and" @default.
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- W277209935 title "Effect of Teaching Auditory Perceptual Skills on Reading Achievement in First Grade." @default.
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