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23 Nov 10
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05 Sep 10
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skillful listening involves a very complex and varied set of activities. The fact that many areas of the brain are involved in listening (and remember that we have simplified somewhat) is one of the dramatic findings of modern neuroscience. Not surprisingly, when listening is understood in its full complexity, it is clear that becoming a skillful listener requires a lot of learning
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successful listeners must learn to recognize the sounds of their environment. As one example, they must learn to recognize the sounds from which their local language is constructed.
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must learn how to listen actively rather than passively hear. They must learn the tactics and strategies needed to comprehend, review, and remember a variety of sounds, from simple language streams to complex soundtracks with sound effects, music, and human speech. These active listening skills require practice and effort: they need to be learned.
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earners must learn what is important to listen to. From among the many things that they will hear at any moment, successful listeners must learn what to select for further attention and what to ignore.
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signs and symbols of significance in language—the ways in which sound and language convey value and importance, highlight critical features, manipulate mood and affect, and generate appeal or excitement.
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Learning to listen is critical, since it is by listening that we are able to learn and to communicate with one another.
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As a result of new media and technologies, a much broader palette for literacy is now available, one that extends beyond reading and writing to include aural (and oral) literacy as well as visual literacies
-
the overall culture has already migrated to a broader palette for communication, persuasion, inquiry and entertainment.
-
Described as digital natives, they view the world of information and communication technology (ICT) differently from most of the adults in their lives, who in contrast, are considered digital immigrants (Prensky, 2000).
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Technology has raised the importance of listening, as students live now in a sea of oral language and sound. Digital natives listen to learn.
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creates a tremendous gap between the learning technologies students use and the way in which academic content is delivered. It also has the effect of relegating listening to a rather minor role, with the major instructional effort reserved for reading and writing.
-
Once speech is captured in digital format, it can be transformed in multiple ways to support students’ learning, without loss of the original representation. In doing so, listening experiences can be designed to productively engage diverse learners by providing alternative learning opportunities for reaching common academic standards.
-
New technologies are repositioning listening as an important “new” literacy, an important way to learn in the digital age (as well as communicate, entertain, etc.). But it is important to recognize that listening is foundational for other, more traditional, literacies as well
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successful reading depends on phonemic awareness, the ability to recognize the elements of oral language on which reading depends
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oung children need to be able to hear and recognize the sounds of language, and its vocabulary, in order to learn to read. Beginning readers develop a foundation for reading by listening to the sounds of language and manipulating them and by listening to the vocabulary and syntax through which meaning is constructed.
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successful reading is intimately connected with what one has learned from listening. Reading comprehension critically depends on the recognition of words and ideas in the context of what has already been learned. That is, comprehension relies on connecting to general background knowledge, previously learned vocabulary, the concepts and principles that tie words together, the oral discourse structures for telling stories, participating in conversation, giving directions, etc.
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also implementing effective strategies and tactics for constructing meaning from those elements. Reading comprehension is strongly related to oral language comprehension
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when individuals are engaged in active, strategic listening, they use the same executive functions in the prefrontal cortex that are engaged during active, strategic reading
-
he same strategies and skills that allow a listener to make sense of oral language—predicting, monitoring, connecting to background knowledge and summarizing—allow a reader to make sense of written language.
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for continued development of literacy, lifelong engagement in literate activity is essential.
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Engagement in multiple literacies is hugely important.
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Both learning to listen and listening to learn are critical to literacy in the 21st century as new technologies rebalance what it means to be literate and to learn.
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In addition, in the modern era, every student needs to learn to listen in order to be literate—literate in traditional print media (knowing how to read) and literate in the new media of iPods and the web.
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27 Mar 10
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14 Dec 09
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Within linguistic cultures, humans listened to learn.
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Reading comprehension critically depends on the recognition of words and ideas in the context of what has already been learned. That is, comprehension relies on connecting to general background knowledge, previously learned vocabulary, the concepts and principles that tie words together, the oral discourse structures for telling stories, participating in conversation, giving directions, etc. These can all be learned through listening,
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Reading comprehension is strongly related to oral language comprehension.
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Engagement in multiple literacies is hugely important.
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30 Mar 09
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25 Feb 08
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It is notable that we have eyelids but not ear flaps. Our ears are always open. This difference reflects the importance of hearing to our survival. Our ancestors survived because hearing and listening were critical early warning signals of danger. Listening proved to be much more valuable than vision in that regard.
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Over time, written language emerged and overcame the primary weakness of oral language, its impermanence. With writing, language became permanent, transportable, viewable and recordable. As a result, print literacies came to dominate many cultures, relegating oral literacies and listening to secondary status.
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the overall culture has already migrated to a broader palette for communication, persuasion, inquiry and entertainment.
-
digital natives,
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Students spend six hours per day on average using some form of technology-based media (Lenhart, Madden, & Hitlin, 2005),
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Digital natives listen to learn.
-
he irony is obvious: while new media are making listening even more important in students’ everyday interactions, listening does not receive the sort of emphasis it should in school, especially in the development of literacy skills.
-
phonemic awareness, the ability to recognize the elements of oral language on which reading depends
-
-
-
skillful listening involves a very complex and varied set of activities
-
becoming a skillful listener requires a lot of learning.
-
learn to recognize the sounds of their environment
-
ndividuals must learn how to listen actively rather than passively hear
-
to be successful, learners must learn what is important to listen to
-
Learning to listen is critical, since it is by listening that we are able to learn and to communicate with one another.
-
CAST's David Rose describes a framework for the effective presentation of information and knowledge that correlates to the three brain networks as described in Video 1. According to Rose, providing multiple means of recognition, expression and engagement are key principles for supporting learners with individual needs and styles.
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Today’s students have never known a world without computers, digital media or the Internet.
-
digital natives
-
digital immigrants
-
They are usually far more savvy than their teachers about how these new digital literacies can work to their advantage.
-
While some schools have moved to employ new media in the classroom, most continue to emphasize learning almost exclusively from printed text.
-
This creates a tremendous gap between the learning technologies students use and the way in which academic content is delivered.
-
successful reading depends on phonemic awareness, the ability to recognize the elements of oral language on which reading depends
-
at every stage of reading development, successful reading is intimately connected with what one has learned from listening
-
successful reading requires not only recognizing the elements of language but also implementing effective strategies and tactics for constructing meaning from those elements.
-
when individuals are engaged in active, strategic listening, they use the same executive functions in the prefrontal cortex that are engaged during active, strategic reading
-
ifelong engagement in literate activity is essential.
-
“three potential stumbling blocks”
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The first obstacle, which arises at the outset of reading acquisition, is difficulty understanding and using the alphabetic principle—the idea that written spellings systematically represent spoken words. It is hard to comprehend connected text if word recognition is inaccurate or laborious. The second obstacle is a failure to transfer the comprehension skills of spoken language to reading and to acquire new strategies that may be specifically needed for reading. The third obstacle to reading will magnify the first two: the absence or loss of an initial motivation to read or failure to develop a mature appreciation of the rewards of reading (p.4).
-
-
-
The irony is obvious: while new media are making listening even more important in students’ everyday interactions, listening does not receive the sort of emphasis it should in school, especially in the development of literacy skills.
-
when individuals are engaged in active, strategic listening, they use the same executive functions in the prefrontal cortex that are engaged during active, strategic reading
-
-
-
The fact that many areas of the brain are involved in listening (and remember that we have simplified somewhat) is one of the dramatic findings of modern neuroscience.
-
listeners must learn to recognize the sounds of their environment
-
learn how to listen actively rather than passively hear. They must learn the tactics and strategies needed to comprehend, review, and remember a variety of sounds, from simple language streams to complex soundtracks with sound effects, music, and human speech
-
learners must learn what is important to listen to
-
a listener must learn the signs and symbols of significance in language
-
Language amplified opportunities for learning by providing a foundation for culture and the social transmissions that could complement and extend direct experience.
-
Students spend six hours per day on average using some form of technology-based media (Lenhart, Madden, & Hitlin, 2005), much of it geared more toward listening and viewing than reading and writing.
-
The irony is obvious: while new media are making listening even more important in students’ everyday interactions, listening does not receive the sort of emphasis it should in school, especially in the development of literacy skills.
-
successful reading depends on phonemic awareness, the ability to recognize the elements of oral language on which reading depends
-
young children need to be able to hear and recognize the sounds of language, and its vocabulary, in order to learn to read
-
successful reading is intimately connected with what one has learned from listening.
-
recognizing the elements of language but also implementing effective strategies and tactics for constructing meaning from those elements. Reading comprehension is strongly related to oral language comprehension. Recent brain research has revealed an important finding: when individuals are engaged in active, strategic listening, they use the same executive functions in the prefrontal cortex that are engaged during active, strategic reading
-
the same strategies and skills that allow a listener to make sense of oral language—predicting, monitoring, connecting to background knowledge and summarizing—allow a reader to make sense of written language. Listening comprehension is critical to reading comprehension because listening and reading require the same strategies.
-
lifelong engagement in literate activity is essential
-
is difficulty understanding and using the alphabetic principle
-
a failure to transfer the comprehension skills of spoken language to reading and to acquire new strategies that may be specifically needed for readin
-
the absence or loss of an initial motivation to read or failure to develop a mature appreciation of the rewards of reading
-
For these students, the skills of listening are critical as an alternative literacy that can allow them to keep pace with their peers in building knowledge. In addition, in the modern era, every student needs to learn to listen in order to be literate—literate in traditional print media (knowing how to read) and literate in the new media of iPods and the web.
-
-
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hat learning to listen is critical to learning to read in at least four important ways.
First, successful reading depends on phonemic awareness, the ability to recognize the
-
Reading comprehension is strongly related to oral language comprehension.
-
or continued development of literacy, lifelong engagement in literate activity is essential. In order to love reading, it is essential that students love stories and narratives, as well as the language and rhetoric in which they are told. Engagement in multiple literacies is hugely important.
-
-
-
it is clear that becoming a skillful listener requires a lot of learning.
-
Second, individuals must learn how to listen actively rather than passively hear.
-
Third, to be successful, learners must learn what is important to listen to.
-
Students spend six hours per day on average using some form of technology-based media (Lenhart, Madden, & Hitlin, 2005), much of it geared more toward listening and viewing than reading and writing.
-
listening does not receive the sort of emphasis it should in school, especially in the development of literacy skills.
-
First, successful reading depends on phonemic awareness
-
successful reading is intimately connected with what one has learned from listening.
-
Third, successful reading requires not only recognizing the elements of language but also implementing effective strategies and tactics for constructing meaning from those elements.
-
Reading comprehension is strongly related to oral language comprehension.
-
Listening comprehension is critical to reading comprehension because listening and reading require the same strategies. Students who do not know how to listen carefully and strategically also will not know how to read carefully and strategically.
-
In order to love reading, it is essential that students love stories and narratives, as well as the language and rhetoric in which they are told.
-
Listening is not merely a “folk” literacy that has been superseded by the modern technologies of print, media, and multimedia, but rather it is a powerful and essential means of developing and mastering both old and new literacies.
-
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24 Feb 08
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successful listeners must learn to recognize the sounds of their environment
-
individuals must learn how to listen actively rather than passively hear
-
learners must learn what is important to listen to
-
-
-
Second, individuals must learn how to listen actively rather than passively hear. They must learn the tactics and strategies needed to comprehend, review, and remember a variety of sounds, from simple language streams to complex soundtracks with sound effects, music, and human speech. These active listening skills require practice and effort: they need to be learned.
-
Third, to be successful, learners must learn what is important to listen to. From among the many things that they will hear at any moment, successful listeners must learn what to select for further attention and what to ignore. Moreover, a listener must learn the signs and symbols of significance in language—the ways in which sound and language convey value and importance, highlight critical features, manipulate mood and affect, and generate appeal or excitement.
-
Over time, written language emerged and overcame the primary weakness of oral language, its impermanence.
-
In the new media age, new ways of making speech (and other sounds) permanent, transportable, viewable and recordable have emerged.
-
The irony is obvious: while new media are making listening even more important in students’ everyday interactions, listening does not receive the sort of emphasis it should in school, especially in the development of literacy skills.
-
Once speech is captured in digital format, it can be transformed in multiple ways to support students’ learning, without loss of the original representation
-
First, successful reading depends on phonemic awareness, the ability to recognize the elements of oral language on which reading depends
-
successful reading is intimately connected with what one has learned from listening.
-
That is, comprehension relies on connecting to general background knowledge, previously learned vocabulary, the concepts and principles that tie words together, the oral discourse structures for telling stories, participating in conversation, giving directions, etc.
-
Recent brain research has revealed an important finding: when individuals are engaged in active, strategic listening, they use the same executive functions in the prefrontal cortex that are engaged during active, strategic reading
-
Listening comprehension is critical to reading comprehension because listening and reading require the same strategies. Students who do not know how to listen carefully and strategically also will not know how to read carefully and strategically.
-
“three potential stumbling blocks” to learning to read (Snow, Burns, & Griffin, 1998):
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Importantly, these three stumbling blocks directly correspond to the neurological divisions described earlier.
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Listening is a vital alternative to the limits of print for some students, especially those with disabilities that interfere with the fluent use of printed text (e.g., students who are blind, dyslexic, have visual processing disorders, and so forth)
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we would like to highlight, partly as a review, the kinds of learning that successful listeners must undertake.
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First, successful listeners must learn to recognize the sounds of their environment.
-
Second, individuals must learn how to listen actively rather than passively hear.
-
These active listening skills require practice and effort: they need to be learned.
-
Third, to be successful, learners must learn what is important to listen to.
-
Over time, written language emerged and overcame the primary weakness of oral language, its impermanence. With writing, language became permanent, transportable, viewable and recordable. As a result, print literacies came to dominate many cultures, relegating oral literacies and listening to secondary status.
-
In the new media age, new ways of making speech (and other sounds) permanent, transportable, viewable and recordable have emerged.
-
Students spend six hours per day on average using some form of technology-based media (Lenhart, Madden, & Hitlin, 2005), much of it geared more toward listening and viewing than reading and writing.
-
Teens and tweens (ages 9-12) talk to each other, exchange pictures, send text messages and watch movie trailers on their cellphones.
-
while new media are making listening even more important in students’ everyday interactions, listening does not receive the sort of emphasis it should in school, especially in the development of literacy skills.
-
New technologies are repositioning listening as an important “new” literacy, an important way to learn in the digital age (as well as communicate, entertain, etc.).
-
In this section we will explore how learning to listen is fundamental in learning to read.
-
we shall see that learning to listen is critical to learning to read in at least four important ways.
-
First, successful reading depends on phonemic awareness, the ability to recognize the elements of oral language on which reading depends
-
Second, well beyond the early stages of reading, indeed, at every stage of reading development, successful reading is intimately connected with what one has learned from listening. Reading comprehension critically depends on the recognition of words and ideas in the context of what has already been learned. That is, comprehension relies on connecting to general background knowledge, previously learned vocabulary, the concepts and principles that tie words together, the oral discourse structures for telling stories, participating in conversation, giving directions, etc. These can all be learned through listening, for some students only through listening, especially in the early grades.
-
Third, successful reading requires not only recognizing the elements of language but also implementing effective strategies and tactics for constructing meaning from those elements. Reading comprehension is strongly related to oral language comprehension. Recent brain research has revealed an important finding: when individuals are engaged in active, strategic listening, they use the same executive functions in the prefrontal cortex that are engaged during active, strategic reading (
-
This finding from the neurosciences confirms an important relationship: the same strategies and skills that allow a listener to make sense of oral language—predicting, monitoring, connecting to background knowledge and summarizing—allow a reader to make sense of written language.
-
Fourth, for continued development of literacy, lifelong engagement in literate activity is essential. In order to love reading, it is essential that students love stories and narratives, as well as the language and rhetoric in which they are told.
-
three potential stumbling blocks” to learning to read
-
The first obstacle, which arises at the outset of reading acquisition, is difficulty understanding and using the alphabetic principle
-
The second obstacle is a failure to transfer the comprehension skills of spoken language to reading and to acquire new strategies that may be specifically needed for reading. The third obstacle to reading will magnify the first two: the absence or loss of an initial motivation to read or failure to develop a mature appreciation of the rewards of reading (p.4).
-
Listening is
-
a powerful and essential means of developing and mastering both old and new literacies.
-
Listening is a vital alternative to the limits of print for some students, especially those with disabilities that interfere with the fluent use of printed text (e.g., students who are blind, dyslexic, have visual processing disorders, and so forth). For these students, the skills of listening are critical as an alternative literacy that can allow them to keep pace with their peers in building knowledge.
-
-
23 Feb 08
-
As a result of new media and technologies, a much broader palette for literacy is now available, one that extends beyond reading and writing to include aural (and oral) literacy as well as visual literacies. While some scholars still assume that text retains its privileged status over more dynamic visual and aural media for intellectual discourse, the overall culture has already migrated to a broader palette for communication, persuasion, inquiry and entertainment.
This is especially true for young people. Today’s students have never known a world without computers, digital media or the Internet. Described as digital natives, they view the world of information and communication technology (ICT) differently from most of the adults in their lives, who in contrast, are considered digital immigrants (Prensky, 2000). Students spend six hours per day on average using some form of technology-based media (Lenhart, Madden, & Hitlin, 2005), much of it geared more toward listening and viewing than reading and writing. Teens and tweens (ages 9-12) talk to each other, exchange pictures, send text messages and watch movie trailers on their cellphones. They listen to music that they have selected, downloaded, and organized on their iPods. They spend hours as active participants on the Internet, where they shop for clothes, “chat” with friends, contribute to blogs, create personal web pages to express themselves and get information about almost anything that interests them, including school assignments. They are usually far more savvy than their teachers about how these new digital literacies can work to their advantage. Technology has raised the importance of listening, as students live now in a sea of oral language and sound. Digital natives listen to learn.
While some schools have moved to employ new media in the classroom, most continue to emphasize learning almost exclusively from printed text. This creates a tremendous gap between the learning technologies students use and the way in which academic content is delivered. It also has the effect of relegating listening to a rather minor role, with the major instructional effort reserved for reading and writing. The irony is obvious: while new media are making listening even more important in students’ everyday interactions, listening does not receive the sort of emphasis it should in school, especially in the development of literacy skills. -
st century as new technologies rebalance what it means to be literate and to learn. Listening is not merely a “folk” literacy that has been superseded by the modern technologies of print, media, and multimedia, but rather it is a powerful and essential means of developing and mastering both old and new literacies.
-
-
-
recognize the sounds of their environment
-
very young infants are already learning to distinguish the particular phonemes that constitute their language
-
posterior recognition cortex
-
listen actively rather than passively hear
-
learn what is important to listen to
-
providing multiple means of recognition, expression and engagement are key principles for supporting learners with individual needs and styles.
-
written language emerged and overcame the primary weakness of oral language, its impermanence
-
text retains its privileged status over more dynamic visual and aural media for intellectual discourse, the overall culture has already migrated to a broader palette for communication, persuasion, inquiry and entertainment.
-
Students spend six hours per day on average using some form of technology-based media
-
They spend hours as active participants on the Internet, where they shop for clothes, “chat” with friends, contribute to blogs, create personal web pages to express themselves and get information about almost anything that interests them, including school assignments
-
listening does not receive the sort of emphasis it should in school, especially in the development of literacy skills.
-
Technology now allows us to store and manipulate language in ways previously not possible. Once speech is captured in digital format, it can be transformed in multiple ways to support students’ learning, without loss of the original representation.
-
listening is foundational for other, more traditional, literacies as well.
-
phonemic awareness
-
First
-
listening to the sounds of language and manipulating them and by listening to the vocabulary and syntax through which meaning is constructed
-
intimately connected with what one has learned from listening
-
Reading comprehension is strongly related to oral language comprehension
-
prefrontal cortex
-
Listening comprehension is critical to reading comprehension because listening and reading require the same strategies.
-
lifelong engagement in literate activity
-
multiple literacies
-
alphabetic principle
-
failure to transfer the comprehension skills of spoken language to reading and to acquire new strategies that may be specifically needed for reading
-
the absence or loss of an initial motivation to read or failure to develop a mature appreciation of the rewards of reading
-
learning to listen and listening to learn
-
-
-
The previous section on listening and the brain illustrated one important thing: skillful listening involves a very complex and varied set of activities
-
First, successful listeners must learn to recognize the sounds of their environment
-
Second, individuals must learn how to listen actively rather than passively hear
-
Third, to be successful, learners must learn what is important to listen to
-
In the new media age, new ways of making speech (and other sounds) permanent, transportable, viewable and recordable have emerged. In fact, they have flourished.
-
listening does not receive the sort of emphasis it should in school
-
young children need to be able to hear and recognize the sounds of language, and its vocabulary, in order to learn to read.
-
Reading comprehension is strongly related to oral language comprehension
-
Recent brain research has revealed an important finding: when individuals are engaged in active, strategic listening, they use the same executive functions in the prefrontal cortex that are engaged during active, strategic reading
-
-
18 Feb 08
-
active listening skills require practice and effort: they need to be learned.
-
Our ears are always open. This difference reflects the importance of hearing to our survival.
-
creates a tremendous gap between the learning technologies students use and the way in which academic content is delivered
-
exclusively from printed text
-
Once speech is captured in digital format, it can be transformed in multiple ways to support students’ learning, without loss of the original representation
-
listening is foundational for other, more traditional, literacies as well
-
successful reading is intimately connected with what one has learned from listening
-
comprehension relies on connecting to general background knowledge, previously learned vocabulary, the concepts and principles that tie words together, the oral discourse structures for telling stories, participating in conversation, giving directions, etc. These can all be learned through listening, for some students only through listening,
-
Third, successful reading requires not only recognizing the elements of language but also implementing effective strategies and tactics for constructing meaning from those elements
-
Reading comprehension is strongly related to oral language comprehension
-
when individuals are engaged in active, strategic listening, they use the same executive functions in the prefrontal cortex that are engaged during active, strategic reading
-
Listening comprehension is critical to reading comprehension because listening and reading require the same strategies
-
students must be able to hear the relationship between spoken words (and sounds) and the alphabetic representation in reading, and they must be able to apply the skills of spoken language comprehension to reading
-
-
-
many areas of the brain are involved in listening
-
Technology has raised the importance of listening, as students live now in a sea of oral language and sound
-
This creates a tremendous gap between the learning technologies students use and the way in which academic content is delivered
-
In doing so, listening experiences can be designed to productively engage diverse learners by providing alternative learning opportunities for reaching common academic standards.
-
learning to listen is fundamental in learning to read.
-
four important ways
-
Beginning readers develop a foundation for reading by listening to the sounds of language and manipulating them and by listening to the vocabulary and syntax through which meaning is construct
-
when individuals are engaged in active, strategic listening, they use the same executive functions in the prefrontal cortex that are engaged during active, strategic reading
-
For these students, the skills of listening are critical as an alternative literacy that can allow them to keep pace with their peers in building knowledge.
-
-
17 Feb 08
-
becoming a skillful listener requires a lot of learning
-
very young infants are already learning to distinguish the particular phonemes that constitute their language
-
This is especially true for young people
-
Technology has raised the importance of listening,
-
It also has the effect of relegating listening to a rather minor role
-
learning to listen is critical to learning to read in at least four important ways
-
phonemic awareness
-
the context of what has already been learned
-
These can all be learned through listening, for some students only through listening, especially in the early grades.
-
listening and reading require the same strategies
-
students love stories and narratives
-
transfer the comprehension skills of spoken language to reading
-
-
13 Feb 08
-
very young infants are already learning to distinguish the particular phonemes that constitute their language. Later they will learn to recognize the words and syntax, the forms of emphasis and the narrative schemas from which meaning can be derived. This kind of learning, based in the posterior recognition cortex, will continue throughout their lives.
-
Second, individuals must learn how to listen actively rather than passively hear.
-
Third, to be successful, learners must learn what is important to listen to.
-
As a result of new media and technologies, a much broader palette for literacy is now available, one that extends beyond reading and writing to include aural (and oral) literacy as well as visual literacies.
-
But it is important to recognize that listening is foundational for other, more traditional, literacies as well.
-
young children need to be able to hear and recognize the sounds of language, and its vocabulary, in order to learn to read. Beginning readers develop a foundation for reading by listening to the sounds of language and manipulating them and by listening to the vocabulary and syntax through which meaning is constructed.
-
That is, comprehension relies on connecting to general background knowledge, previously learned vocabulary, the concepts and principles that tie words together, the oral discourse structures for telling stories, participating in conversation, giving directions, etc. These can all be learned through listening, for some students only through listening, especially in the early grades.
-
Listening comprehension is critical to reading comprehension because listening and reading require the same strategies. Students who do not know how to listen carefully and strategically also will not know how to read carefully and strategically.
-
-
12 Feb 08
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Learning to Listen
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