Generalization of Training for Children's Listener Skills

Cosgrove, J. Michael; Patterson, Charlotte J.

doi:10.2307/1128719

Cited by 32 publications

(9 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Further, the condition effects are consistent with previous studies showing the efficacy of models in enhancing the communicative skills of normal children (Cosgrove & Patterson, 1978;Ironsmith & Whitehurst, 1978;Shantz & Wilson, 1972;Sonnenschein & Whitehurst, 1980;Whitehurst, 1976;Whitehurst & Merkur, 1977). Host children in the dialogue condition needed to direct fewer questions to their guests than did monologue hosts.…”

Section: Findings Relating To Normal Children's Conversational Competsupporting

confidence: 88%

“…Evidence that modeling may be a useful technique to facilitate conversational skills in children with learning and language problems is provided by several studies using models to train normally developing children to be more effective speakers and listeners on referential communication tasks (Cosgrove & Patterson, 1978;Ironsmith & Whitehurst, 1978;Shantz & Wilson, 1972;Sonnenschein & Whitehurst, 1980;Whitehurst, 1976;Whitehurst & Merkur, 1977).…”

mentioning

confidence: 99%

See 1 more Smart Citation

Conversational skills and modeling in learning disabled boys

Donahue

Bryan

1983

Applied Psycholinguistics

View full text Add to dashboard Cite

Learning disabled (LD) children in the role of interviewer have been found to be less skilled than nondisabled children at initiating and sustaining a dialogue with a classmate. This study tested the effects of modeling on these conversational skills and on metaconversational knowledge. LD and nondisabled boys in grades 2 through 8 listened to either a dialogue of a child interviewer modeling open-ended questions, conversational devices and contingent comments and responses, or a monologue presenting only the interviewee's responses. Each subject was then videotaped interviewing a classmate. Although the dialogue model increased LD children's production of open-ended questions and comments, these strategies appeared more difficult for their listeners to understand and expand. Results of the metaconversational responses suggest that LD children are aware of their difficulties in conversational interaction.

show abstract

Section: Findings Relating To Normal Children's Conversational Competsupporting

confidence: 88%

mentioning

confidence: 99%

Conversational skills and modeling in learning disabled boys

Donahue

Bryan

1983

Applied Psycholinguistics

View full text Add to dashboard Cite

show abstract

“…Some research indicates that poor comprehenders are not aware of their lack of understanding (Cosgrove and Patterson, 1977;1978;Markman, 1979). This is similar to the oral pragmatics domain, in which studies have shown that some children are not aware of the reasons for oral communication breakdown .…”

Section: Assessment Of the Lexiconmentioning

confidence: 90%

Linguistic factors in reading disability: a model for assessing children who are without overt language impairment

Webster

1994

Child Language Teaching and Therapy

View full text Add to dashboard Cite

Reading is now widely considered to be a language-based skill. For this reason, speech-language clinicians have begun to involve themselves, in a collaborative fashion, with two populations of reading-disabled children: the traditional population who have historical or current speech-language disorders of a clearly identifiable nature, and a new population with neither a history nor current symptoms of overt speechlanguage disorder. The latter group serves as the focus of this paper. A suggested cohesive system for the assessment of both lower and higher order linguistic associates of reading disability is presented, along with associated theoretical rationale.

show abstract

“…Cognitive and task approach strategies seem appropriate for a number of reasons. First, these intervention techniques appear to promote generalization of strategies learned to other similar situations (Cosgrove & Patterson, 1978;Douglas, Parry, Marton, & Garson, 1976;Keogh & Barkett, 1979). Uncontrolled messages require situation-specific task performance by the listener.…”

Section: Modifying Listening Behaviormentioning

confidence: 99%

“…Asking questions of the speaker appears to activate participation in listening and recall besides clarifying · unfamiliar vocabulary or concepts (Cosgrove & Patterson, 1978;Patterson & Massad, 1980). Many learning disabled children, however, have difficulty monitoring their comprehension, and thus may be unable to formulate information-enhancing questions.…”

Section: Strategies Used During the Taskmentioning

confidence: 99%

Listening Skills: Teaching Learning Disabled Students to Be Better Listeners

Robinson¹,

Smith²

1981

focusXchild

View full text Add to dashboard Cite

A person's ability to listen with understanding is essential to good communication. Its importance in all life settings -school,job, and social interaction -cannot be denied. In the 1980s the primary forms of information dissemination require one to listen; these include TV, radio, telephone, teachers, supervisors, and friends. Research verifies that people spend the majority of each day engaged in communication, and most of that time is in listening. Rankin's ( 1930) thorough and often cited study of verbal communication found that 70% of an average adult's waking time was spent in either reading, writing, listening, or speaking. Further analysis of the data showed that subjects spent 30% of their waking hours each day speaking, 16% reading, 9% writing, ~nd 45% listening. Wilt ( 1949) found that children in elementary school spent 54% of their time listening: As children progress from elementary to middle to high school, listening is required for increasingly more of the school day.Yet, the teaching of listening is often ignored or, at best, inconsistently addressed as an integral part of any school curriculum. Many teachers assume that listening skills develop automatically with other communication skills. In these areas that "develop automatically," however, the exceptional child often has great difficulty. In fact, the little research that has been conducted concerning exceptional students and listening has revealed that the learning disabled do not exhibit "normal" developmental levels of listening comprehension (Bauer, 1977;Kotsonis & Patterson, 1980). In the studies, learning disabled students as compared with "normal" peers remembered less and did not monitor whether they understood what they heard.This difficulty with listening is observed so frequently (if not validated empirically) that the Federal Register's definition of learning disabilities cites disorders in listening as an identifying characteristic of the learning disabled child; Despite this, teachers often expect their learning disabled students to supplement or compensate for poor reading and writing skills with listening via tapes, films, filmstrips, or lecture. Therefore, teachers might be doing their exceptional students a disservice if they do not instruct them in how to be better listeners.

show abstract

Generalization of Training for Children's Listener Skills

Cited by 32 publications

References 8 publications

Conversational skills and modeling in learning disabled boys

Conversational skills and modeling in learning disabled boys

Linguistic factors in reading disability: a model for assessing children who are without overt language impairment

Listening Skills: Teaching Learning Disabled Students to Be Better Listeners

Contact Info

Product

Resources

About