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.
The Effects of the Use of Retellings on the Listening Comprehension of First Grade StudentsBegy, Gerald; Seider, Michelle; The College at Brockport (12/1/1996)This 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.
How Listening While Reading Affects Oral Reading Fluency With At-Risk Third Grade ReadersPietrantoni, Danielle Adelina; The College at Brockport (8/1/2006)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.
A Comparison of Fifth Grade Students’ Listening Behaviors Using Two Presentation Techniques: Storytelling and Read AloudBegy, Gerald; Schaller, Krista M.; The College at Brockport (8/1/2000)The purpose of this study was to investigate the effects of storytelling and reading aloud on fifth grade students' listening behaviors and preference of presentation technique. What presentation technique motivates a student to listen and what could we expect to observe when this is occurring? The subjects were from two different classrooms. There were 23 from one fifth grade class and 24 from the other classroom. They remained in their own classrooms for the procedure. The students were presented with the telling of two stories told by the same professional storyteller. One story had been memorized and was told without the use of a book, while the other was a story that was read from a book, called a read aloud. Each group of children was observed during the storytelling and read aloud sessions. Notes were taken during the presentations on the behaviors that students exhibit. Following each story, each classroom completed a short questionnaire. After their second, or final presentation, they completed a long form questionnaire, consisting of questions that would indicate how they felt during the presentations, their preference, and what they comprehended as well. Student questionnaires were collected and analyzed for common responses. The researcher looked for correlation between overt interest and active listening behaviors and preference of presentation technique.