The Effectiveness of Listening Instruction for First Grade Listening Comprehension
Keyword
Listening InstructionListening Comprehension
Critical Listening
Analytical Reading Inventory
Stanford Achievement Test
Postlistening Comprehension Scores
Date Published
1979-08-01Metadata
Show full item recordAbstract
Thin 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.Related items
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Listening Comprehension and the Development of Emergent Reading SkillsEmergent 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?
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The Effects of the Use of Retellings on the Listening Comprehension of First Grade StudentsThis study examined the effects of direct teaching of the use of retellings on the listening comprehension of twenty-two first grade students from a public elementary school in Western New York. The examiner administered the listening comprehension portion of The Bader Reading and Language Inventory to determine the students' listening comprehension levels prior to completing the treatment. The students were also asked to do a retelling, which was recorded on audiotape, prior to the treatment. Each student spent two months participating in the direct instruction of the use of retellings. The procedure was modeled and the students were given many opportunities for practice doing their own retellings. At the conclusion of the two months the students' listening comprehension was tested again to obtain posttest scores. The students were also recorded doing a second retelling to be compared with the first in order to examine their use of the story parts in their retellings. An independent t test for independent means at the .05 level of significance was used to determine the effects of the direct teaching of the use of retellings on the students' listening comprehension. The results revealed that the direct teaching of the use of retellings significantly increased students' listening comprehension. The findings, consistent with previous research, support the claim that the teaching and use or retellings in the classroom facilitate comprehension of text.
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The Effects of Story Retelling on Kindergarten Children's Listening ComprehensionNineteen kindergarten children from a rural school participated in a story retelling treatment program. The program was designed to determine if story retelling was effective in increasing the listening comprehension scores of the participants. Eighteen students served as a control group. Materials included The California Achievement Test Level 10 Form E for the pretest and the posttest. The comprehension subtest of the CAT was administered to examine the students' abilities in listening comprehension. For a period of three weeks, students in the treatment group had twelve stories read aloud to them. Following eight of the read aloud sessions the children had the opportunity to retell the story they heard to a partner. In the other four sessions the researcher modeled the retelling task. The control group heard the same twelve stories without any postlistening activities. Results from a series of t tests indicated that giving children the opportunity to retell stories had a positive effect on their listening comprehension.
