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Listen, My Children, and You Shall Read [microform] / Edmund J. Farrell
Bib ID 5226984
Format BookBook, MicroformMicroform, OnlineOnline
Author
Farrell, Edmund J
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1966 
8 p. 
Summary

Two main points are stressed in this essay: (1) Reading literature aloud to students is not only educationally sound, but for many youngsters, necessary; and (2) In order to help his students become critical listeners of the literature that is read to them, a teacher must build bridges between the youngsters' experience and that in the literature. Three types of spoken language are listed: reading aloud, monologue, and real conversation. The differences between the first two and conversation include: (1) The intonation patterns of spoken prose are highly standardized; those of conversation are not; (2) Spoken prose is even in tempo; conversation is not; and (3) The pauses of spoken prose are closely related to the grammatical structure of these sentences; in conversation, they are frequently unpredictable. To attune his ear, a student not only needs to hear his teachers read aloud a great deal, he also needs occasional practice himself. Listening comprehension in slow-learning children far exceeds reading comprehension for the following reasons: the speaking voice brings to interpretation pitch, stress, pause, rhythm, tone--audible clues to meaning which slow youngsters are unable to infer from print alone. It is suggested that television and film be used more often than they are to help slow learners, as these media combine visual and auditory clues to meaning. (CK)

Notes

English Journal, v55 n1 p39-45, 68 January 1966.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Audiovisual Aids.  |  Aural Learning.  |  English Instruction.  |  Inquiry.  |  Listening Comprehension.  |  Literature Appreciation.  |  Mass Media.  |  Reading Comprehension.  |  Slow Learners.  |  Speech Communication.  |  Student Needs.  |  Teaching Methods.  |  Visual Learning.
Available From ERIC 

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