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The teaching of reading has been examined from various points of view and in great detail for many years, but a relative new comer to the literature related to reading is the field of listening instruction. Recent estimates suggest that at least 90% of all listening research has been done since 1952 (Taylor, 1969), and that it has been done at all age and grade levels. Much of it, however, has been devoted to studies with secondary school and adult populations, particularly at the community college —college levels.

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