Auditory Learners the Academic Recognition

Auditory Learners The academic recognition of differences in learning styles has elicited a large amount of research attention. The literature suggests that learning styles play an important part in learning, processing, and academic performance. In addition, tests to determine learning styles have become increasingly sophisticated. Even within the main learning styles themselves, differences in particular learning preferences have emerged. Of all learners, those with the auditory learning preference benefit the most from the traditional "talk and chalk" instruction method, whereby children are expected to listen to and memorize new information.

Auditory Learners: Background Auditory learners, as the phrase suggests, prefer to learn by listening to the spoken word. According to Pengiran-Jadid (2003), these learners can remember at least three quarters of what they hear during their exposure to 40 or 50 minutes of lecture time. Interestingly, a study conducted with Bruneian students revealed that auditory learning was the least manifested preference among young school children. Female Bruneian students on the other hand revealed significantly more auditory preferences in learning style than the males.

According to Eide & Eide (2005), the fact that auditory learners prefer the traditional teaching method has resulted in less research attention being focused upon this learning style. Auditory learners generally prefer to process information through a sequence of listening, speaking, and listening again. They are also strong speakers, and like to participate in learning by speaking about the information they receive. In addition to lecturing, they therefore enjoy activities such as group discussions and interactive teaching.

According to Shannon Hutton (2009), auditory learners enjoy talking, and therefore tend to talk to themselves. In a class situation, they also have difficulty remaining silent for extended periods of time, while also being easily distracted by background noise. Their strongest skills are in the auditory verbalization of information. Auditory learners are less talented when required to follow written instructions, or to read. When reading, they tend to whisper the words to themselves. They also read slowly and prefer that others read to them.

To help auditory learners succeed in school, Hutton suggests that teachers and parents teach reading by means of the phonetic approach, and by encouraging children to read aloud. For young children, rhyming word games can also be used to alleviate the difficulty that some auditory learners experience with the written word. Auditory learners however have specific strengths in the terms of the spoken word. According to information provided by Penn State York (2009), for example, these learners have strong speaking skills.

Their vocabulary is well developed, and they appreciate words and their sound. Being orally and aurally oriented, they also often have strong communication skills, which they use to express their ideas clearly and interestingly. Many auditory learners excel at foreign language learning and have considerable musical talents. They therefore have considerable verbal intelligence (Idpride.net, 2009), or in other words, the ability to use words and language. Their skills might include such talents such as listening, speaking, story telling, explaining, teaching, using humor, and promoting ideas.

According to Hutton (2009), these students will also benefit from auditory learning materials such as video and audio tapes, books on audiotape, and musical props to create melodies and rhythms to reinforce information. To an auditory learner, written language is much less colorful than spoken language. They for example use a speaker's tone of voice, pitch, speed and other auditory clues to work out the underlying meaning or intention behind what is said.

According to Idpride.net (2009), auditory learners possess considerable In terms of assessment, auditory learners would excel in tasks that require them to respond verbally, such as oral reports and answering questions in a class situation. Directions should also be given verbally, while key information is paraphrased. Auditory Learning Types According to Learnativity.com (2002), there is increasing evidence that auditory learners can be distinguished according to two types, the listeners, and the verbal processors.

Both types prefer spoken messages, but the way in which they process this information best is distinct from each other. It has been indicated that auditory learners prefer to listen and to speak. However, it is becoming increasingly clear that not all auditory learners prefer to speak, and that some benefit more from listening and mentally processing information than from also reproducing by speech of their own.

This group of auditory learners are generally referred to as "listeners." In a classroom situation, the auditory-verbal processor -- the learner who needs to speak aloud about the information -- has been somewhat misunderstood in the past. They were generally perceived to be disruptive and disobedient. The current understanding of auditory-verbal processing has however brought a new understanding to this group of students, and also a revolution in teaching method. The implementation of group work and interactive teaching has for example benefited these students.

In optimizing the conditions for auditory learners, it is therefore important to recognize the differences between the two types of auditory processing. Listeners tend to be more individualized in their learning style. They tend to think carefully about information that they had heard, and process it by thinking rather than speaking about it. Verbal processors will benefit from engaging in group work before attempting to study on an individual basis.

Learning Suggestions for Auditory Learners Verbal Processors Verbal processors benefit from group work, and form both hearing and speaking about the information they receive. In a group situation, each learner can for example be given a piece of information to explain to the others. This is a very good way to both process and understand information. New information and problems should be spoken aloud.

When faced with a learning project or new information, the verbal processor will benefit from verbalizing the problem aloud and reasoning through the information to find a solution. It is also verbal processes who tend to talk or hum to themselves. When studying, it is also a good idea for these learners to read important.