The Effectiveness of Listening Instruction for First Grade Listening Comprehension
Cast your vote
You can rate an item by clicking the amount of stars they wish to award to this item.
When enough users have cast their vote on this item, the average rating will also be shown.
Your vote was cast
Thank you for your feedback
Thank you for your feedback
AuthorLaMonica, Patricia M.
Analytical Reading Inventory
Stanford Achievement Test
Postlistening Comprehension Scores
MetadataShow full item record
AbstractThin study investigated the effects of listening instruction as a method of improving listening comprehension skills of first grade students. It also examined the relationship between student's listening comprehension and reading comprehension, viewing the differences between these areas when students were grouped by sex. The subjects consisted of 16 first grade students, 7 fema1es and 9 males. To determine the listening comprehension level of each student, the Analytical Reading Inventory Form A was administered. The students then received listening instruction in both general and critical listening skills for a period of eight months. Following the instructional period, Form C of the Analytical Reading Inventory was given to determine growth in listening comprehension. Reading comprehension scores were obtained from the Stanford Achievement Test. A correlated t-test was used to determine the significant differences in the listening comprehension scores. Scores from the postlistening comprehension test and the reading comprehension test were analyzed to determine correlation coefficients. Data indicated that listening instruction did significantly improve listening comprehension scores. No significant relationship was found between the postlistening comprehension scores and the reading comprehension scores. There were no significant differences reported between the sexes in listening or reading comprehension. The findings suggest that listening instruction does significantly help to increase listening comprehension.
Showing items related by title, author, creator and subject.
How Listening While Reading Affects Oral Reading Fluency With At-Risk Third Grade ReadersPietrantoni, Danielle Adelina; The College at Brockport (2006-08-01)This research attempted to answer the question, how does listening while reading affect reading fluency with at-risk readers? The researcher collected data from four third grade students in an urban school to find out which of the three areas of fluency (accuracy, rate, prosody) would be affected by listening while reading. The researcher used Developmental Reading Assessments (DRA), running records, the National Assessment of Education Progress (NAEP) Fluency Scale, timed readings, and teacher observations to collect data. The data was analyzed to find generalizations about the effectiveness of listening while reading on oral reading fluency.
Listening Comprehension and the Development of Emergent Reading SkillsPriolette, Andrea Helena; The College at Brockport (2005-06-01)Emergent readers face a difficult task as they begin to build their reading skills. Reading is a process that utilizes various skills, especially in the early stages of reading development. This study was conducted in an urban elementary school to investigate the importance of listening comprehension within a setting of emergent readers, participating in the Success For All: Reading Roots program. Specifically, this research explores the correlation between listening comprehension skills and reading levels in a group of beginning readers. It identifies teachers' beliefs on the value and purpose of read-alouds in the classrooms. Furthermore, it examines the relationship of listening comprehension skills and read-alouds at home. Various research tools were utilized and a review of professional literature was completed to investigate the question: Is listening comprehension important in developing emergent reading skills?
The Effect of Modality Preference on Reading and Listening ComprehensionSmith, Arthur; Lapple, Marie A.; The College at Brockport (1976-05-01)The effect of modality preference on the reading and listening comprehension of fifty-three fourth graders was studied by comparing the results from two modality preference tests with the scores from reading and listening tasks, which included multiple-choice questions on the literal and inferential levels. Data indicated that modality preference did not affect reading and listening comprehension, and there was no difference in the scores of the four modality preference groups when reading and listening. On the literal level, listening scores were better than reading scores; there were no differences on the inferential level and the total of literal and inferential level. Students and their teachers were not aware of slight differences in reading and listening performance.