document resume - eric · ed 102 756. author title. institution. spons agency. pub date grant....

ED 102 756

AUTHORTITLE

INSTITUTION

SPONS AGENCY

PUB DATEGRANTNOTE

DOCUMENT RESUME

95 EC 071 336

Albert, BernadetteListening Skills Materials for Visually ImpairedStudents: Catalog.Consortium on Auditory. Learning Materials foi theHandicapped, East Lansing, Mich.; Illinois StateOffice of the Superintendent of Public Instructi4n,Springfield. \Bureau of Education for the Handi'apped (DHEVOE),.Washington, D.C.Jul 74OEG-3-6-062377-1557 0); 0EG-3-6-462679-1564(607)42p.; For related documents see ED 100 077, 100 081,and EC q71 329-339

EDRS PRICE MF-S0.76 HC-$1.95 PLUS POSTAGEDESCRIPTORS *Auditory Training: Exceptional Child Education;

*Instructional Materials; *Listening Skills;*Resource Guides; *Visually Handicapped

ABSTRACTThe catalog lists 24 commercially available listening

skills materials for visually impaired students. Material's were --selected for inclusion by a committee'of educators for the visuallyimpaired; some materials may require minimal modification (such astranscribing answer sheets into braille). An introduction describes.seven functional areas of auditory training: auditory reception,auditory discrimination, auditory memory, auditory sequential memory,grammatic closure, auditory association, and auditory comprehension.Entries are grouped under these areas and usually contain tilefollowing information: title, grade level, media form, -,0skills, teacher's manual, length of lessons, setting, publisher'sname and address, cost (as of June 1974), and a brief.description ofhow the materials are used. (LS)

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\() BernadotteAber

Stateof Illinois InstnsctionalWWI*Center

Of ficeof theSuperintendentof ,Public Instruclion

Springfield,Illinois

Inalunctionwith

TheOxnard=onAuditory

LoaningMaterials

for theHandicapped

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LLILISTENING SKILLS MATERIALS

FOR

VISUALLY IMPAIRED STUDENTS

Office of the Superintendentof

Public InstructionState of Illinois

in,conjun5tion withThe Consortium on Auditory Learning Materials

for the Handicapped

Funced in part by the BUreau of Educationfor the Handicapped under Grant #0EG-3-6-062679-1564 (607) and #OEG -3 -6- 062377 -1557(607)

Table of Contents

Acknowledgements

IntroduCtion

The Functional Areas of Auditory Training

4 1

6

Auditory Reception 16

Auditory Discrimination 18

Auditory Memory 24

Auditory Sequential Memory 25

Grammatic Closure 29.

Auditory Association 30

Auditory Comprehension 34

b

'ACKNOWLEDGEMENiS

The Instructional Materials Center, Officeof the Superintendent of Public Instruction,Suite of Illinois, in conjunction with the Con-sortium on Auditory Learning Materials for theHandicapped, commissioned a committee of edu-cator& for the visually impaired to determinewhat products, if any,.were available on thecommercial meet end could be used effectivelywith .visually'impaired children. Catalogs wereperused and, through a series of workingsessions, the committee members systematically-evaluated actual materials which had beenpreviously identified in the catalog as havingpossible merit.

During-the final evaluation only thoseitems which measured up to previously determinedcriteria were selected for inclusion in thismanual. The concensus of the working groups'was that xhe items listed could either be usedas manufactured or with a minimal amount ofmodification, such as, transcribing the answer.sheets into braille or large.type. Many itemswere excluded from the listing because theyrelied too heavily on visual input or it wasfelt the necessary adaptations would be toocomplex.

The members of the committee were concernedabout the extremely limited number of itemswiliEh could be used effectively with the visuallyimpaired. In certain functional areas almostnothing was available gramnatic closure).

1

It was the recommendation of the committeethat work be continued to allow for the develop-ment of materi4ls designed for use by thevisually impaired, materials which require minimalvisual input and rely primarily on auditorystimulus.

2,

4'

Members of the Committee*are as Follows:

Fay Leach, American Printing House for theBlind; Louisville, Kentucky

Bernadette Alber, Teacher of the VisuallyImpaired and Learning Disabled, EvanstonTownship High School, Evanston, Illinois

Marilyn Bower,. Teacher of the VisuallyImpaired and Learning Disabled, PAEC,Maywood, Illinois

Dorothy Ferry, Teacher of the VisuallyImpaired; Illinois Braille and SightSaving School, Jacksonville, Illinois

Alphonsine Fleming, Teacher.of theVisually Impaired, Illinois VisuallyHandicapped Institute, Chicago, Illinois

Franklin Green, Teacher of the VisuallyImpaired, Illinois Visually HandicappedInstitute, Chicago, Illinois

Vicki Green, Teacher of the Visually Impaired,Dearborn Heights, Oak Lawn, Illinois

Liz Hain, Coordinator of Special Education,Tazewell-Mason Counties Special EducationAssociation, Pekin, Illinois

Dr. Lawrence Hapeman, Instructor of TeacherTraining, Northern Illinois University,DeKalb, Illinois

3

William Kaufmann, Auditory Specialist,IllinoistBraille and Sight SavingSchool, Jackionville, Illinois

Ruth Kearns, Teacher of the Visually.Impaired, Centennial High School,Champaign, Illinois

Joan Lubera, Auditory Specialist,SLIDES, Park,Ridge, Illinois

Guy Mahan, Director of SpecialEducation, Franklin.Park, Illinois

Dan Pietrini, Principk, West School,Franklin Park, Illinois

Janet Pritchert, Teacher of theVisuall Impaired, EastviewElementary School, Algonquin,Illinois

Paul Reinert, Supervisor of thdVisually Impaired, East CentralRegion, Decatur, Illinois

Meg Staahl. Hadley School for theBlind, Winnetka, Illinois

Maryilan Suita, Auditory Specialist,S.M.A., Harvey, Illinois

Charles Taskerud, Vision Consultant,Title VI B-E.S.E.A., Moline,Illinois

a

4

14V-

ROnald Texley-, Supervisor of Rehabilitationand Education, University of Illinois

.Rehabilitation and Edudation Center,,Champaign,Illinois

Bonnie Trowbridge, Teacher of the VisuallyImpaired, Douglas School, Pekin, Illinois

Phil Vedovatti, Education Coordinator, WestSuburban Association, Lombard,, Illinois

Jane Wahl, Teacher of the VisuallyImpaired, 4unset Ridge School, Northfield,Illinois

Ellen Zabel, Supervisor of Library, HildLibrary, Chicago, Illinois -

Jerry Baginski, Education Specialist,.Instructional Materials Center, FranklinPark, Illinois

Corinne Cloppas, Vision Consultant,Department of Public Health, FtGnklinPark, Illinois

Jackie Crain, Assistant Director, Instructional Materials Center, Springfield,Illinois

Bobbie Cheaney, Educational Specialist,Instructional Materials Center.Springfield, Illinois

Jan Tanner, Educational.Specialist,

Instructional Materials Center,Springfield, Illinois

5

Introduction

The auditory channel is.one of the primarymodalities of learning for visually impairedstudents. Therefore, it cannot be assumed thatcritical listening skills will develop auto-matically as the child, grows. They need to betaught in an orderly, sequential fashion be-ginning with basic, auditory receptive skillsand progressing to cognitive skills and abstractreasoning.

By the time fhe student is ready to enterhigh school, these skills should be well-developed, useful tools which can be utilizedfor gaining new information, insights andunderstandings. If it is determined that astudent in elementary school has difficultyunderstanding what he hears, then trainingprograms which provide oportunities to deve opdeficit areas in an organized, systematic ma tiershould be established.

A functional approach to analyzing theystudent's skill is the most effective for itprovides an opportunity to critically assesshis abilities. This approach does not assumethat skills are established because the childhas reached .a specific chronological age; ratherit determines the auditory level at which thechild is operating and provides a basis forplanning an individualized program which willbe effective for the student.

In their book, uditory Training, KathleenEden, Jean Green, and Janice Hansen describe thefunctional abilities as follows:

6

I. AUDITORY RECEPTION

Auditory recepti.en involves' the abilityto derive meaning from what is heardwhether ,it concerns spe.ific sounds,conversation, or other verbally pre-sented material. Examples of auditoryreception would include such thingsas:

...A baby hearing his mother's voiceand turning in the direction ofthat\sound.

...Hearing a siAn when yo aredriving and responding ypulling over to the sid ofthe road.

...On the verbal level, and Coryreception involves the abilityto understand and respond tosuch questions as Do clocksyawn? The child's answer,'either yes or no, would indicatewhether he could derive meaningfrom the verbally presented,material.

A child with an auditory receptionproblem may have some of the \

following charicteristics:

...The child may be unable tograsp more than simple shortdirections although he seemsto be norully intelligent inother areas.Thit type of child does notcare for word games or gameswhich require response toverbal directions.

7

Their relationships with peersare difficult as they do notunderstand what the otherchildren are talking aboutand they may feel left out orget their feelings hurt.The child understands storiesand instructibns better ifpictures, diagrams, or demon-strations are used. He requiresmore visual aids to supplementverbal directions.

II. AUDITORY DISCRIMINATION

Auditory discrimination is the abilityto hes likenesses and differencesbetweeT sounds. It would includesuch things as:

Identifying the differencesbetween a car horn honking anda glass being filledrwith water.(This would be considered a.grossauditory discrimination activity.)

...Identifying the differences .

between the sound of "f" end thesound of "t". (This similarly .

would bo considered to be a fineauditory discrimination activity.)

:...Being able to identify loud andsoft sounds, differences in pitch,and high and low keys being playedon a piano.

A child who has difficulty in thisarea may:

...Have difficulty learning the

8

tlk

sounds associated with letters. of the alphabet.

...Confuse lords' which sound similar,i.e., gourd for Lord, or singerfor stinger.

...tall often guess at unfamiliarvends due to poet phonetic

: abilities....Have por word att4..ck skills.

III. AUDITORY MEMORY

Auditory memory is dr.; ability toremember things that have been heard.It can be-divided into tiro sub-categories.

1. Long term memory, i.e..;beingable to recall a story thatwas read a week or a month ago. -

.2. .Short term memory, i.e., beingAble to repeat instructionsthat were just given to theclass.

Characteristics of children withauditory memory problems would include:

...The child may have difficulty*repeating words or a sentence.

...It may be difficult to followsill:pie classroom instructions,so they watch the other childrenfor clues as to what they'resupposed to be roing, or thce,ywatch.the teacher's gesturesquite closely for additional

9 d

visual clues....The child may have difiicplty

moo:tering the names of theletters of the alphabet andtheir sounds.

IV. AUDITORY SEQUENTIAL MEMORY

Auditory s.quential memory is theprocess involving memory, in a givenorder of something the child hasheard. Examples of this skillwould involve:

...Being able to repeat a listof words or numbers in thesame sequence it was given.

...Retelling a story and beingable to put the details inthe proper order.

A child with difficulties in thisarea may show some of the followingcharacteristics:.

Inability to learn the daysof the week or months of theyear in proper sequence.Mispronounce words, i.e.,emeny for enemy, and aminalfor animal.

...Inability to follow sequenceof commands, suth as, "Takeout your math book".Unable to express himself inlanguage situations in alogical manner.

10

V. GRAMMATIC CLOSURE

41'

Gratmatic closure refer to thbability to detect what partictPlar,

word orlihrase is biing soughtwhen only part of the word orpart of the phrase is spoken.Examples of grammatic closurewould include such things as:

,...Supplying the missing wor4

to an incomplete phrase suchas, sugar an4 ......(spice).

...Completing a word when onlythe first part of the wordis given such as, teleph

(telephone)....Using sound blending techniques

to phonetically sound outwords such as, c -a -t for cat.

A child'who has difficulty in thisarea may:

%.

,..Have trouble-learning pluralsand past tenses and irregularforms of verbs.

...Mispronouncetwords he hasheard many times such aspasgetti for spaghetti.

...Put the parts of the sentencestogether incorrectly such as,Jumped on me the dog, insteadof, The dog jumped on me.

...Mix up parts of words therebycreating spoonerisms such as,J9se can you see by the dawn'searly light,' instead of, Ohsay, can you see, by the dawn'searly light.

VI. AUDITORY ASSOCIATION.

Auditory association refers-to theability to relate to spoken words .

* in a meaningful way. An example.of auditory association wouldinclude:,

/Associating and supplyingthe missing word in thisincomplete statement: sugaris sweet: lemon isAnswering hueations like:.What sound do you make whenyou cough?.

...Classifying objects intogroups such as, peaches.,

pears, and apples are allfruit.

Children with auditory associationdifficulties may:

...Have difficulty relatingconcepts-to each other suchas, How are a car and atruck alike?

...Have difficulty learning toclassify and categorizeconcepts such as, Is a peacha fruit or a vegetable?

VII. AUDITORY COMPREHENSION

Listening comprehension refersto the ability to bring togetherand integrate all previous learnedlistening skilli to a level wherethe student is able to bring

12

meaning to a lengthy passagethrough the utilization ofcognitive skills.

...Xs the student able to answer'quistions involving how andwhy questions?

...Is the *indent able to seerelationships and drawconclusions?

...Is the student able to seeabstract relationships?

...Is the student able totheorize on attitudes andrelationships?'

Is the student unable to:

Understand relationshipsbetween characters or ideas?

...Understand the why or the howwhich motivates actions and/orthoughts?

...Understand the motivations

behind the actions of thecharacters?

When a deficit in any of these areas isidentified, instruction should begin. Each skillis built upon the one preceeding it, so each oneshould be well-developed before the next isapproached.

The final skill, auditory comprehension,is the ability to utilize all the previous t

learnings. When the student is able to bring

13

I-

together all these skills easily and effectively,be will have a tool which will be useful to him -

as he enters high school.

lAuditory Training., Kathleen Eden, Jean

Green, Janice Hansen, Iowa State Departmentof Public Instruction and University of Iowa,1972, pp. 3-6.

14

The FOctional Areas4

o? Auditory Training

A Bibliography of Materials

for Use with the Visually Impaired

15

AUDITORY RECEPTION

'TITLE: Auditory Perception Training - Motor

GRADE: 6 to 8MEDIA: Tape

PRE-REQUISITE SKILLS: Auditory Acuity

TEACHER'S MANUAL: YesLENGTH OF LESSONS: 10 minutes

SETTING: Individual or Small Group

The child listens to directions presentedon the tape. He indicates his underitandingby marking his response sheet as directed.There are multiple activities, presentedin sequential manner, which do not have.tobe supervised by the teacher. No .follow-

up activities are included in the teacher's

manual. The consumable dittoes need to betranscribed into the appropriate media forthe visually impaired.

SOURCE: DevelopmentalLearning Materials

3505 North Ashland Ave.Chicago, Illinois 60657

COST AS OF JUNE, 1974:874.00'

16

AUDITORY RECEPTION.

TITLE: Sound and Fancy

GRADE: Kilo. to 3MEDIA: Records,

Tapes, CassettesPRE-REQUISITE SKILLS: General Readiness

TEACHER'S MANUAL: YesSETTING: Individual or Small Group

This aid utilizes listening games in thedevelopment of beginning readiness skills.The activities preseht a number of auditoryexperiences which the child is to identifyand associate with previous learning. Thematerials used are common, everyday soundswhich are familiar to all children. Theteacher directs the instructional activities.as well as the follow-up activities whichare suggested in the pamphlet. The itemdoes need modification for use withvisually impaired children.

SOURCE: Wilson EducationalRecordings

Cassettes UnlimitedRoanoke, Texas 76262

COST AS OF JUNE, 1974:

Records $11.90Tapes $15.80Cassettes $15.80 .

17

O

AUDITORY DISCRIMINATION

TITLE: Happy Time Listening

PRE - REQUISITE SKILLS: Auditory

TEACHER'S MANUAL: YesLENGTH OF LESSONS: 12 minutesSETTING: Individual or Group

GRADE: Kgn. to 3

MEDIA: Record

Reception

The child is given a verbal input and isexpected to respond through activeparticipation. Areas such as body image,balance, coordination and number concepts

are utilized. It is suggested that theteacher play the record through onceso the children will be familiar with the

material. She should also be able to

help the students through demonstration orbody manipulation.' The device consistsof five lessons and can be used asmanufactured.

SOURCE: EducationalActivities

Box 392Freeport, NewYork, 11520

COST AS OF JUNE, 1974:$6.25

18

ti

d


TITLE:.-Sound Skills, Albums 1 & 2

GRADE:3 ta'5MEDIA: Records

PRE-REQUISITE SKILLS: Auditory, Reception

TEACHER'S MANUAL: YesLENCTH OF LESSONS: 6 minutesSETTING: Individual or.Group

These materials are designed for theolder child with specific word attackdisabilities. The student listens tosounds and then repeats them. Theactivity is teacher directed for shemust monitor the responses of thechild. The main emphasis is on thedevelopment of phon.cs with particularemphasis placed on the recognition ofbeginning word sounds.

SOURCE: ClassroomMaterials93 Myrtle

DriveGreat Neck,New York

COST AS OF JUNE, 1974:$4.98 each

19


. TITLE: Auditory - Perception Program2810 -.Auditory Figure-Ground Set

GRADE: 6 to 8

MEDIA: Tape


TEACHER'S MANUAL: YesLENGTH OF LESSONS: 10 minutesSETTING: Individual or Small Group

The child listens to the tapes todistinguish foreground sounds. He markshie response on the answer sheet. Thebackground sounds increase as the tasksbecome more difficult. The materialis presented in a sequential patternand is useful in teaching the pur-ported auditory skills. The activitydoes not have to be superiised by theteacher. The device is well-constructedand durable. The response sheets, whichhave to be adapted into braille orlarge print, are consumable.

SOURCE: EducationalCorp. of America984 Livernois RoadTroy, Michigan


20


TITLE: Auditory - Perception Program2820 - Auditory Discrimination Set

GRADE: 6 to 8

MEDIA: Tape



A sound is presented and the student isexpected to mark the picture which beginswith the sound. The demands begin withgross differences and progress to finerdiscrimination. There arepultiple,sequential lessons which may be completedby the students independently of theteacher's supervision. The tapes arewell-prepared and the acuity is good.The dittoes need to be darkened for'thepartially seeing. More extensive mod-ification is required for the braillereader.

SOURCE: Educational Corp.of America

984 Livernois Road'Troy, Michigan

48084


21

TITLE:


Exploring Sound and Grouping

GRADE:Kgn. to 3MEDIA:Cassette or

RecordPRE-REQUISITE SKILLS: Auditory Reception

TEACHER'S MANUAL1NoSETTING: Individual or. Group

Tile item is designed to teach the primaryage child concepts of grouping. The

objectives are achieved through requiringthe child to.listen, identify and group*sounds which he hears. The teacher directedactivities utilize concrete language andmathematical concepts. They are effectivein teaching the purported skills and canbe used with the visually impaired asdeveloped.

SOURCE: Singer Educationaland Training Products

1345 Diversey PatkwayChicago, Illinois

60614

COST AS OF JUNE, 1974:Cassettes $15.80Records $11.90

22


TITLE: I Heard It with My Own TM Ears

GRA6E:Kgn. to 3MEDLA:Cassettes

or TapesPRE-REQUISITE SKULS: General Auditory Reception

TEACHER'S MANUAL: Yes.SETTING: Individual or Small Group

These enrichment materials are designed todevelop auditory discrimination and creativeoral and wripten expression. The teacherdirected activities require the child toidentify sounds from his environment andare strictly geared to the development ofkeener listening skills. There are suggestedfollow-up activities which are given in theteacher's menial. No adaptations.forvisually impaired students are required asthere are no workbooks or ditto sheetsincluded.

SOURCE: Spoken Arts310 North AvenueNew Rochelle,New York 10801

COSi, AS OF JUNE, 1974:$125.00 for 12lessons or

$11.50 each

23

--1

TITLE:

AUDITORY MEMORY

Countdown for Listening

GRADE: Kgn. to 3MEDIA: .Records

PRE - REQUISITE SKILLS: Auditory Reception

TEACHER'S MANUAL: YesLENGTH OF LESSONS: 7 1/2 minutesSETTING: Individual or Group

The sequentially presented material on the6 records is designed to encouragecommunication skills. The child isdirected by the teacher to listen. to thestory and then answer questions v. Thereare twenty-four separate-lstiois aswell as.follow-up activities suggestedin the teacher's manual. The storiesare, interesting and deal with severalcurricular areassuch at reading andscience. The material follows asequential pattern anetan be used asmanufactured.

SOURCE: EducationalActivities, Ins.Box 392Freeport, New York

11520


24

J.

AUDITORY SEQUENTIAL MEMORY

TITLE: World of Sole

GRADE: Kgn. to 3MEDIA: 2 lecordes.or

4 Tapes, or.PRE-REQUISITE SKILLS: Auditory 2 Cassettes

MemoryTEACHER'S MANUAL: YesLENGTH OF LESSONS: 20 minutesSETTING: Individual or Small Group

The objectives of thiaid'are to improvelistening and attention span and broadenthe student's ability to organize'opmmuni-catton. The teacher directed activitiesfollow a sequentially. developed pattern.Tha examples used are good, the activitiesinteresting, and the experiential back-ground of Vhe child is often called upon.The materials can be used as manufactured.

rSOURCE: H. Wilson Educational

Recording;Cassettes UnlimitedRoanoke, Texas 76262


Records 011.90Tapes $15.80Cassettes 015.80

25

. A

go.


TITLE: And the Beat Goes on for Physical Education4

GRADE: 6 to 8

MEDIA: Records

PRETREQUISITE SKILLS:, Ability to Follow Directions

TEACHER'S MANUAL: 'Yes

LENGTH OF LESSONS: 2 to 3 minutesSETTING:' Individual or Group

These two records, designedl for physidhleducatou classes, are useful in training.sequential memory. The student indicateshis skill by performing the series ofmovements following auditory instruction.The 24 lessons are teacher directed. Theactivities can be performed in a classroom,gym or playroom. No additional materialsare required as the student indicates hisresponse through movement rather thanmarking a sheet. This activity requiresactive participation and the musicalaccompaniment is stimulating. -

SOUR& EducationalActivities

Box 392Freeport, New York

11520

COST AS OF JUNE; 1974:$12.00

26


TITLE: The Living History Book

GRADE: 4 to 0

MEDIA: Cassetteor Tape

PRE-REQUISITE SKILLS: Developed Vocabularyand Reading Skills

TEACHER'S MANUAL: Yes

LENGTH OF LESSONS: 20 minutesSETTING: Individual or Group

to.

Highlights of american history are presentedin a news broadcast format. The studentmust recall in sequential order what he hasheard and then complete the exercisebooklets. The teacher is required tor introduce the material and then direct thefollow-up activities suggested in the manual.The material should be screened beforepresentation for it is presented at .a highvocabulary level. The only requiredadaptation is transcribing the 35 exercise %.

booklets in the appropriate reading mediafor the visually impaired students.

4

SOURCE: Imperial InternationalLearning CorporationBox 548

Kankakee, Illinois60901


27


TITLE: Perceptual Communication Skills Program:Developing Auditory Awareness and Insight

GRADE: 4 co 6MEDIA: Tapes

PRE-REQUISITE SKILLS: Auditory Discrimination

TEACHER'S MANUAL: No

SETTING: Individual or Group

The student is directed to listen to the tapeand then perform the activity. Responsesare marked in his workbook. The languageoriented lessons are presented in a sequentialmanner and can be completed independentlyof the teacher's supervision. The materialis very good for the development of auditoryawareness and can be easily' used withvisually impaired students. The workbookhas to be transcribed into the appropriatemedia.

SOURCE: lipstructionalMaterials andEquipmentDistributorsLos Angeles,California 90025

COST AS OF JUNE, 1974: $130.00.

TITLE:

GRAMMATIC CLOSURE

Listening Your Way to Better English

GRADE: 6 to 8MEDIA: Cassettes

PRE-REQUISITE SKILLS: Adequate Auditory Acuity

TEACHER'S MANUAL: NoLENGTH OF LESSONS: 10 to 20 minutesSETTING: Individual or Small Group

This device is designed to develop moreeffective utilization of language skills.The student listens to the tape and thencompletes the self-contained lessons.Each lesson is a single activity andfollows the previous one in a sequentialmanner. There are suggested follow-upactivities which can be done. Theexercises emphasize basic English grammarand its correct usage in the developmentof language skills. The material can beused as manufactured.

SOURCE;rasociatedEducationalMaterials

Box 2087Raleigh, North

Carolina 27602COST AS OF JUNE, 1974:

$100.90

29

AUDITORY ASSOCIATION

TITLE: Sentence Sense


PRE-REQUISITE SKILLS: Auditory Discriminationand Memory

TEACHER'S MANUAL: NoLENGTH OF LESSONS: 20 minutes

SETTING: Individual or Group

The objective of this item is to developbasic sentence concepts. The student listensto the tape and then discusses what he hasheard. To heighten effectiveness, theteacher can highlight information the studentshould listen for and then direct follow-updiscussion along these lines. The discussionquestions will need to be developed by ..the

teacher. The Material is presented in asequential manner but requires a great dealof work on the part of the teacher to beeffective. The sections on study skills,library skills and great sea stories are notrecommended for the development of auditoryassociation skills.

SOURCE: Educational Corp.of America984 Livernois RoadTroy, Michigan

48084


30

1r,


TITLE: Building Verbal Power in the Upper Grades

GRADE: 4 to 8MEDIA: Records.-

PRE-REQUISITE SKILLS: Basic Language Concepts


The student listens to one of the recordsand responds to the questions. He maygive his answer verbally or write it ona sheet of paper. The material deals withsynonyms, enemy= and analogies and isdirected toward the development of languagefacility, logical and categorical thinking,and verbal reasoning. There are 25separate lessons which the teacher supervises,and she monitors 'the student's responses.The item can be used as manufactured as allof the input is auditorily presented andthe responses are verbal.

SOURCE: Classroom Material Co.93 Myrtle DriveGreat Neck, New York

11021


$15.75 per set

31


TITLE: We Listen and Learn

GRADE: 1 to 4MEDIA: Cassettes,

Tapes,RecordsPRE-REQUISITE SKILLS: Readiness in Motor Activities

TEACHER'S MANUAL: YesSETTING: Individual or Small Group

The small child is encouraged to respondmotorically to the songs, games andactivities presented. The lessons areteacher supervised to insure that thestudent understands the movements heis to make. The skills are well-presented and the cassettes can beused as manufactured as there is noreading requirement.

SOURCE Wilson EducationalRecordingsCassettes UnlimitedRoanoke, Texas

76262

COST AS OF JUNE, 1974:Records $17.50 .

Tapes $23.50Cassettes $23.50

32


TITLE: Stories in Sound

PRE-REQUISITE SKILLS: None

TEACHER'S MANUAL: NoSETTING: Individual or Group

4

GRADE: Kgn. to 1MEDIA: Record

Basic environmental sounds are presentedthrough auditory input. The child playsthe record'and listens to stories thatare told with sounds. The aid can beused as manufactured and is useful in thedevelopment of basic auditory associationskills.

SOURCE: Children's MusicCenter

5373 West Pico Blvd.Los Angeles, California

90019

COST AS OF JUNE, 1974: $1.98

33

AUDITORY COMPREHENSION

TITLE: Listening Improvement Series -Listening Progress Laboratory

GRADE: 4 to 9MEDIA: Cassette

PRE-REQUISITE SKILLS: Language Development andthe Ability to Match Tones

TEACHER'S MANUAL: YesSETTING: Individual or Group

This series of 20 cassettes is'designed toteach basic and cognitive listening skills.Different cassettes in the series emphasizedifferent skills (i.e. 4 and 5 deal withdiscrimination, 5 and 6 with memory). Thesequentially presented material can becompleted by the student independently ofsupervision by the teacher. The answersheets need to be prepared in the appropriatemedia for the visually imraired student.

SOURCE: Educational ProgressCorporation

8535 East 41 StreetTulsa, Oklahoma 74145

COST AS OF JUNE, 1974: $140.00

34


TITLE: Developing - L.T.R. (Listen, Think, React)

GRADE: 7 to 8MEDIA:Cassettes

PRE-REQUISITE SKILLS: Auditory Memory and Association


These,language oriented tapes, presentedat an advanced level; stimulate an interestin words and increase vocabulary. Eachtape presents a single, teacher directedlesson. The item is designed to developthe listening skills of the junior highschool student and can be used asmanufactured:'

SOURCE: Wilson Educational

RecordingsCassettes UnlimitedRoanoke, Texas

76262

COST AS OF JUNE, 1974:Approx. $11.90 records

$15.80 Tapes

35


TITLE: Voices of Our Times

GRADE: 6 to 8 6 aboveMEDIA: Cassettes or

RecordsPRE - REQUISITE SKILLS: Luditory Association

and General MaturityTEACHER'S MANUAL: yesLENGTH OF LESSONS: 30 minutes listening timeSETTING: Individual or Group

The major objective of this item is to increasesocial awareness through listening to othersexpress ideas. The lessons are sore meaningfulwhen *accompanied by the follow-up activitiesand are motivational for student action. Thisitem consists of four lessons. It is presented '

at a high level; assuming dome developedauditory comprehension skills on the part ofthe student and is useful in the developmentof higher cognitive skills. The material canbe used as manufactured.

SOURCE: Sager Educationaland Training Prodacts1345 Diversey ParkwayChicago, IllinOis

60614

COST AS OP J6E, 1974:Cassettes $15.50Records $11.50

36 ,


TITLE: Listen and Read


PRE-REQUISITE SKILLS: General Reading andVocabulary


The fifteen individual lessons of this aidare designed to develop listening andreading skills. The student listens tothe tapes and then marks his responsesin the workbook provided. The teacherdirects the activity and checks theworkbooks. The material follows asequential pattern and is effective inthe development of the purported skills.The workbooks need to be adapted in amedic appropriate for the visuallyimpaired.

SOURCE: EducationalDevelopmentLaboratories

27 North GoreWebster Grove,.

Misbouri

COST Ab OF JUNE, 1974:15 Cassettes $107.50Lesson Books $1.35Teachers Guide $1.00

37


TITLE: Listen and Think Adapted Program

GRADE:1 to 9MEDIA:Tape

PRE - REQUISITE' SKILLS: This depends upon the levelof materials chosen

TEACHER'S MANUAL: YesLENGTH OF LESSONS: 20 to 25 minutesSETTING: Individual or Group

These materials, adapted for visuallyimpaired students by the Ameri,:an PrintingHouse for the Blind, are designed to teachbasic listening and thinking skills. Thereare 15 lesions at each of the nine levels.The activities can be undertaken indipend-ently by the students and their answers arerecorded on the sheets which accompanythe tapes. The material follows asequential pattern and deals with the areasof reading readiness and language development.

SOURCE: American PrintingHouse for the Blind1839 Frankfort AvenueLouisville, Kentucky

40206


38


40"

TITLE: Computapes, (Module 6), Decimals and Percents

GRADE: 6 to 8MEDIA: Cassette

PRE-REQUISITE SKILLS: Auditory,Sequential MemoryBasic Mathematics Concepts

TEACHER'S MANUAL: YesLENGTH OF LESSONS: 10 to 20 minutes longSETTING: Individual or Group

Computapes are useful in reinforcing basicarithmetic skills and teaching mathematicalconcepts. The teacher directed activitiesare individual lessons designed insequential order. The student listens tothe tapes and marks his responses in theworkbook or on ditto sheets. There aresome visual demands so this device isrecommended for the partially seeing ratherthan the blind.

SOURCE: Science ResearchAssociation

259 East Erie St.Chicago,

COST AS OF JUNE,$60.00

39

Illinois60611

1974:

document resume - eric · ed 102 756. author title. institution. spons agency. pub date grant....

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