ERIC Number: ED021373
Record Type: Non-Journal
Publication Date: 1965
Reference Count: N/A
A Comparison of the Listening Ability of Blind Students and the Listening Ability of Sighted Students in the Intermediate Grades.
Crowley, Francis J.; And Others
To determine whether differences exist in their listening ability, 152 blind braille-reading and 2 sighted children in the intermediate grades were studied. Subjects were classified into three ability levels on the basis of their scores on individual IQ tests. The Listening Subtest of the Sequential Tests of Educational Progress was administered at rates of 175 and 225 words per minute with the four types of listening material: expository, narrative, direction, and aesthetic. The measured listening ability of the sighted subjects was generally superior to that of the blind (p=.05), with the sighted superior in listening to expository and narrative material. Intelligence was positively related to measured listening ability. Order of administration or type of school (special school or integrated class) did not constitute a significant variable. Scores achieved at the regular rate were significantly higher than at the speeded rate (p=.01). Neither speededness nor intelligence acted selectively in influencing the scores of the blind and the sighted. Recommendations are made for education and research. A bibliography cites 83 items; 32 tables present data. (KH)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Div. of Handicapped Children and Youth.
Authoring Institution: Fordham Univ., Bronx, NY.
Identifiers - Assessments and Surveys: Sequential Tests of Educational Progress