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Throughout the school day, children are asked to listen. In fact, listening often dominates classroom time. Unfortunately, little research has focused on listening since the 1950s and 1960s (Pearson and Fielding, 1982; Strother, 1987). Nor has listening received substantial attention in textbooks and professional journals, even though educators believe that listening is important for the development of oral language, reading and writing. The emphasis on reading and writing has crowded out attention to listening (Pinnell and Jaggar, 1991). It is our belief that listening deserves to receive attention of teachers and researchers as a necessary, integrated part of the learning process.

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