Abstract
The phonics approach to reading has been extant in the United States since the early 1800s, when it was introduced in an attempt to regularize an American language. In the past 100 years the pendulum has swung back and forth between the “look-say” approach to reading and the phonics approach, with elaborate rationale developed for both. Chall’s Learning to Read: The Great Debate (1967), a three-year study of these two approaches, suggests that teaching children to decode (phonics) rather than using a total visual program appeared to result in better readers by third grade. DeHirsch, Jansky and Langford (1966) familiarized educators with the role that auditory discrimination, among other factors, plays in the reading process and in the prediction of reading failure. These findings were repeated in deHirsch, Jansky and Langford’s Preventing Reading Failure (1972).
Grateful appreciation is expressed to the following undergraduate and graduate students who assisted in the testing: Matilda Bixby, Mary Donovan, Constance Forrest, and Sharmon Jordan. Support for the 1972 and 1976 study was provided by the General Faculty Research Funds of the College of Graduate Studies and Research, University of Delaware.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Bibliography
Annett, M., & Turner, A. Laterality and the growth of intellectual abilities. British Journal of Educational Psychology, 1974, 44, 37–46.
Berry, Judith. Matching of auditory and visual stimuli by average and retarded readers. Child Development, 1967, 38, 827–33.
Belmont, L., & Birch, H. Lateral dominance, lateral awareness and reading disability. Child Development, 1965, 36, 57–71.
Berlin, C., & Dill, A. The effects of feedback and positive reinforcement on the Wepman Auditory Discrimination Test scores of lower class negro and white children. Journal of Speech and Hearing Research, 1967, 10, 384–389.
Birch, H., & Belmont, L. Auditory-visual integration in normal and retarded readers. American Journal of Orthopsychiatry, 1964, 34, 852–61.
Blank, M. Cognitive processes in auditory discrimination in normal and retarded readers. Child Development, 1968, 39, 1091–1102.
Bruininks, R.H., & Clark, C.R. Auditory and visual-paired associate learning in first grade: Retarded and non-retarded children. American Journal of Mental Deficiency, 1966, 76, 561–67.
Chall, Jeanne. Learning to read: The great debate. New York: McGraw-Hill, 1967.
Dahle, A.J., & Daly, D.A. Influence of verbal feedback on auditory discrimination test performance of mentally retarded children. American Journal of Mental Deficiency, 1972, 76, 586–590.
deHirsch, K., Jansky, J.U., & Langford, W.S. Predicting reading failure. New York: Harper and Row, 1972.
Deutsch, C.P. Auditory discrimination and learning: social factors. Merrill Palmer Quarterly of Behavior and Development, July 1964, 10, 277–296.
Dykstra, R. Auditory discrimination abilities and beginning reading achievement. Reading Research Quarterly, Spring 1966, 5–34.
Elenbogen, E.M. A comparison of social class effects in two tests of auditory discrimination. Journal of Learning Disabilities, April 1972, 5, 209–212.
Gickling, E.F. & Joiner, L.M. Complex interactions of an auditory ability and aspiration in predicting specific reading deficits. American Journal of Mental Deficiency, 1974, 79, No. 2, 162–168.
Golden, N.E., & Steiner, S.R. Auditory and visual functions in good and poor readers. Journal of Learning Disabilities, Sept. 1969, 2, 476–481.
Groff, P. Reading ability and auditory discrimination: Are they related? The Reading Teacher, May 1975, 28, 742–746.
Hall, V.C. Acquisition and transfer differences between kindergarteners on orally and visually presented paired-associates using an A-B, A-C design, Project #2 of Head Start Project, November 1967. Syracuse University, New York (ERIC Document ED 026-139).
Kling, M. Some relationships between auditory and visual discrimination. California Journal of Educational Research, Sept. 1968, 170–181.
Larsen, S.C., Rogers, D., & Sowell, V. The use of selected perceptual tests in differentiating between normal and learning disabled children. Journal of Learning Disabilities, 1976, 9, 85–90.
Marquardt, T.P., & Saxman, J.H. Language comprehension and auditory discrimination in articulation deficient kindergarten children. Journal of Speech and Hearing Research, 1972, 15, No. 2, 382–389.
Mira, M.P. Individual patterns of looking and listening preferences among learning disabled and normal readers. Exceptional Children, May 1968, 649–658.
Newcomer, P.L., & Goodman, L. Effect of modality of instruction on the learning of meaningful and non-meaningful material by auditory and visual learners. Journal of Special Education, 1975, 9, No. 3, 261–268.
Newcomer, P.L., & Hammill, D.D. ITPA and academic achievement: A survey. The Reading Teacher, 1975, 28, 731–740.
Orton, S.R. Reading, writing and speech problems of children. New York: Norton, 1937.
Osborn, J.D., Osborn, D.K., & Brown, M.H. Testing procedures and auditory discrimination. Childhood Education, 1976, 52, 284–286.
Otto, W. The differential effects of verbal and pictorial representation of stimuli upon responses evoked. Journal of Verbal Learning and Verbal Behavior, 1962–63, 1, 192–197.
Piaget, J. Six Psychological Studies. New York: Random House, 1967.
Ritchie, B.C., & Merklein, R.A. An evaluation of the efficiency of the verbal auditory screening for children (VASC). Journal of Speech and Hearing Research, 1972, 15, No. 2, 280–286.
Robinson, H. Visual and auditory modalities related to methods for beginning reading. Reading Research Quarterly, Fall 1972, 8, No. 1, 7–39.
Rude, R.T., Niquette, S., & Foxgrover, P. The retention of visual and auditory discrimination reading skills. Journal of Education Research, 1975, 68, 192–195.
Satz, P., Fennell, E., & Jones, M. Comments on a model of the inheritance of handedness and cerebral dominance. Neuropsychologia, 1969, 7, 101–103.
Sperry, R.W. Left-brain, right brain. Saturday Review, Aug. 9, 1975, 2, 30–33.
Thurston, T.G. Primary Mental Abilities Test. Science Research Associates, 1963, Chicago, I11.
Vellutino, F.R., DeSetto, L., & Steger, J.A. Categorical judgement and the Wepman Test of Auditory Discrimination. Journal of Speech and Hearing Disabilities, May 1972, 37, 252–257.
Wepman, J.M. Wepman Auditory Discrimination Test. Language Research Associates, 1958. Chicago, I11.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 1982 Plenum Press, New York
About this chapter
Cite this chapter
Van Camp, S.S. (1982). Auditory Attending Skills. In: Nir-Janiv, N., Spodek, B., Steg, D., Spencer, M., Wagemaker, P. (eds) Early Childhood Education. Springer, Boston, MA. https://doi.org/10.1007/978-1-4613-3479-8_8
Download citation
DOI: https://doi.org/10.1007/978-1-4613-3479-8_8
Publisher Name: Springer, Boston, MA
Print ISBN: 978-1-4613-3481-1
Online ISBN: 978-1-4613-3479-8
eBook Packages: Springer Book Archive