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ERIC Number: ED029693
Record Type: Non-Journal
Publication Date: 1968
Pages: 14
Abstractor: N/A
Reference Count: N/A
The Effect of Direct Instruction in Listening on the Listening and Reading Comprehension of First Grade Children. Dissertation Abstract.
Thorn, Elizabeth A.
To explore the effects of listening instruction on first graders' achievement and, specifically, to assess improvement in listening comprehension and determine the effect of listening instruction on achievement in reading comprehension are the purposes of this study. Six first grade classes were randomly assigned to three groups. A program of listening instruction was developed, and systematic lessons were taught to the experimental group. One of the control groups followed the usual language program, while the other had special lessons in oral language. Controls did not receive direct listening instruction. Achievement in listening, vocabulary, and reading were measured at the beginning and end of the study. Any generalizations based on the findings can be applicable only to like subjects and teachers and to similar conditions. It was concluded that (1) listening comprehension of the experimental group was significantly improved; (2) instruction used in basal reading programs improved listening comprehension when adapted for use with aurally presented material; and (3) listening instruction had a strong positive effect on reading achievement, although it did not produce highly significant improvement in reading comprehension. Implications of the findings and suggestions for further research are delineated. (DO)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Metropolitan Achievement Tests