This paper reviews the studies involving the more commonly measured reading readiness factors, discusses some unique studies, and projects what some needs of future research should be. The research areas discussed include reading readiness tests as predictors of success in beginning reading, auditory discrimination factors and their relation to…

A music program teaches auditory skills at an English school for mentally handicapped students. (Author/PHR)

Specifics are given to help the "regular classroom" teacher assist the learning disabled (LD) student to overcome factors that interfere with performance. Sample relationships between LD deficits and possible difficulties in secondary mathematics are presented. (PK)

Most primary-grade children were found to prefer current popular musical styles--rock, country and western, and easy listening pop. Music preferences of males and females generally were the same. There were no differences in racial group preferences for musical excerpts without racially identifying elements. (RM)

Investigates how feedback from a listener helps kindergarteners attend to message quality and how such feedback affects speaking and listening skills. Results indicate that kindergarteners learn to assess message adequacy by observing listeners flounder with inadequate messages.(Author/AS)

The origins and nature of auditory dysfunction in school age children and the role of the audiologist in the evaluation of the learning disabled child are reviewed. Specific structures and mechanisms responsible for the reception and perception of auditory signals are specified. (Author/SEW)

Describes research in music education at Laval University in which students receive auditory training using a microprocessor-based hardware system. Topics include intervals, chord quality, scale degrees, diatonic tonal functions, rhythmic, melodic and harmonic dictation, jazz chord quality, microtones, and fundamentals. Students maintain full…

One hundred and two third graders were tested on match-to-sample, cognitive style tasks in the visual and auditory modalities as well as a visual-auditory cross-modal task. The results lend support to the relationship between cognitive style and reading performance. (Author/NQA)

Six drills are presented to enhance aural sensitivity in students who may have only minimal knowledge of music theory. The exercises require little preclass preparation and none takes longer than five minutes. Drills cover scales, pitch and rhythm memory, pitch patterns, and corrective listening with pitch patterns and melodies. (SJL)

Shows that the ability to impose a distinct and exact meaning on what is seen underlies the skills involved in reading; notes the importance of training in perception combined with a clear sense of the purpose of reading. (GT)

Identifies the "missing fundamental illusion" as that which occurs when two tones are heard together and the listener hears a third tone with a pitch corresponding to the difference in their frequencies. Describes an inexpensive and valid demonstration of the missing fundamental using a British police whistle. (MJP)

In two studies with 50 male and 50 female undergraduates, differences in learning highly interfering paired-associate discrimination tasks were compared with or without visual mediational cues and with aural cues only. Visual mediational instruction reduced interference between similar signals and facilitated their association with the correct…