Acquisition of Hearing, Listening and Speech Skills by and during Key Stage 1

Autor/in	Robinshaw, Helen
Titel	Acquisition of Hearing, Listening and Speech Skills by and during Key Stage 1
Quelle	In: Early Child Development and Care, 177 (2007) 6-7, S.661-678 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
Schlagwörter	Teaching Methods; Learning Activities; Class Activities; Speech Skills; Oral Language; Listening Skills; Hearing (Physiology); Child Development; Language Acquisition; Young Children; Instructional Effectiveness; Acoustics; Classroom Environment; Classroom Communication; Hearing Impairments; Auditory Perception + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Mündliche Leistung; Sprachfertigkeit; Oral interpretation; Mündlicher Sprachgebrauch; Gehör; Hören; Kindesentwicklung; Sprachaneignung; Spracherwerb; Frühe Kindheit; Unterrichtserfolg; Akustik; Klassenklima; Unterrichtsklima; Klassengespräch; Hearing impairment; Hörbehinderung; Auditive Wahrnehmung; Akustische Wahrnehmung
Abstract	The role of hearing, although invisible, is critical to the development of language and literacy skills across key stage 1. Yet, Foundation stage and key stage 1 pupils are the most likely of all children to experience reduced hearing sensitivity, under developed listening skills and a less than ideal acoustic learning environment. The paper examines the potential impact of each of these three factors on the effectiveness of classroom teaching. First, we consider why young children may not always hear or recognize differences in the phonological (phonemic) components of speech sounds that are so fundamental to the development of listening skills, spoken language and reading. Second, the effect of everyday classroom activities on the acoustics of the speech signal and how this relates to children's learning is discussed. Third, the listening and speech skills that one might expect a child to have acquired by and during key stage 1 are explored. Only when these three factors are known, understood and effectively developed, will teachers achieve the most from their spoken contributions in the classroom. (Contains 4 figures and 3 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10