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ERIC Number: ED182756
Record Type: RIE
Publication Date: 1980-Jan
Pages: 19
Abstractor: N/A
Listening-Thinking Tasks in Selected Elementary Language Arts Materials.
Raines, Shirley
Teachers' guidebooks that accompanied commonly used kindergarten, first, and second grade language arts kits or textbooks were reviewed to determine what listening tasks and thinking skills were stressed. Five first grade, five second grade, and two kindergarten kits/textbooks were selected for review. Examination of these materials clearly demonstrated the dominance of literal comprehension tasks. Inferential comprehension was second in frequency across the three grade levels, followed by appreciation and evaluation. In view of these findings, it appears that teachers who follow the guidebooks to prepare listening-thinking tasks are asking children to think primarily at the lowest level thought processes--literal comprehension. The authors of the elementary teachers' guidebooks obviously concentrate on the literal comprehension thinking process in listening tasks, giving relatively little attention to inferential comprehension, evaluation, and appreciation. Since elementary school children are expected to spend a great portion of each school day listening, and since listening is a primary avenue of information for children, educators need to put greater emphasis on the higher level thought processes that students will need to use throughout their educational careers. (RL)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A