Remediating Auditory-Verbal Learning Disabilities

Abstract

This paper describes the various types of questions involved in the teacher-pupil verbal interaction for remediating learning disabilities in auditory and verbal areas. Two aspects of teacher questions are considered: 1) the child's retrieval of the response in terms of recognition or recall, and 2) the nature of the psychological process used by the child to respond to a question in terms of cognitive memory, convergent thinking, divergent, thinking and evaluative thinking operations. There is a discussion of how to construct questions on the basis of these two aspects for children with learning disabilities in auditory reception, verbal expression, auditory sequential memory, thinking operations, and reading comprehension difficulties. Educational implications for publication of teaching materials, teacher training, and research related to auditory and verbal learning disabilities and the teacher-pupil verbal interaction are explored.

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