ERIC Number: ED027973
Record Type: RIE
Publication Date: 1969-Jan
Reference Count: 0
The Value of the Spoken Response in Teaching Listening Skills to Young Children Through Programmed Instruction. Final Report.
Keislar, Evan R.; Stern, Carolyn
The main focus of this project was the improvement of the understanding of spoken language by lower class kindergarten children. Thus, the project was concerned with (1) identifying areas in which young children are deficient in listening skills, (2) preparing and evaluating instructional programs for the improvement of these skills, and (3) testing under classroom conditions a hypothesis regarding the value of having children speak aloud in developing listening and comprehension skills. Six studies were conducted to obtain information on the pupils' deficiencies, to use the programs constructed to improve the deficiencies, and to investigate the hypothesis. Several of the six studies used subjects other than lower class kindergarten pupils for control or comparison purposes. The results of the studies indicated that (1) lower class children use a restricted language code, especially with regard to function words, and (2) instructions to verbalize and the subsequent overt responses have measurable value where there is a direct correspondence between the stimulus and the verbal response. However, the effect of oral responding was much less clear when the material was more complex. An important contribution of this project to education was the development and evaluation of a number of replicable instructional programs accompanied by criterion test items. (WD)
Descriptors: Child Language, Concept Formation, Concept Teaching, Curriculum Development, Function Words, Inner Speech (Subvocal), Kindergarten Children, Language Programs, Listening Comprehension, Listening Skills, Lower Class, Program Development, Programed Instruction, Reading Instruction, Responses, Speech Communication, Teaching Methods, Verbal Ability, Verbal Learning
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: California Univ., Los Angeles.