Explores the effect of continuous training on tonal and auditory memory. Does so by comparing the auditory short-term memory skills of English and American children, ages five, six, and seven. (RKM)

The relationship between psychometric intelligence and rapid acoustic information processing was explored in two experiments using college students. Group differences occurred in threshold interstimulus intervals required for recognition and in speed. Results were interpreted as indicating better information processing efficiency (higher…

Investigates the hypothesis that dialect speech interferes with the auditory discrimination of standard English speech sounds. (Editor/RK)

Purpose of the study was to investigate the effects of student expectancy and the locus of control variable upon increasing reading rates. (Authors)

Suggests that preinstructional evaluation in the areas of mental age, auditory memory, letter names, and the use of context-auditory clues would aid in making predictive, diagnostic judgments as to later reading achievement. (VJ)

Argues that due to unfamiliarity with certain English sounds, Spanish-speaking children may be hampered in learning initial decoding skills necessary for developing fluent reading. Concludes that a brief ear-training program for the development of overall auditory discrimination can be beneficial to such children. (FL)

Three experiments examined the perception of a three-way voicing contrast by monolingual speakers of English. The results demonstrate that the perceptual mechanisms used by adults in categorizing stop consonants can be modified easily with simple laboratory techniques in a short period of time. (Author/PN)

Significant differences between dyslexic children and controls were found in identification and discrimination of synthesized voiced stop consonants differing in place of articulation. Results suggest an inconsistency in the dyslexics' phonetic classification of auditory cues. A significant relationship was found between reading level and speech…

Describes the attitudes of Black and White, male and female, middle- and lower-class adolescents and preadolescents in response to tape-recorded samples of standard English and Black English. (HOD)

Children 7, 9, 11, 13, and 15 years of age were tested on their ability to identify simultaneous and time-staggered dichotic consonant-vowel stimuli. (JBM)