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ERIC Number: ED406658
Record Type: Non-Journal
Publication Date: 1997-Mar
Pages: 14
Abstractor: N/A
Reference Count: N/A
Teaching Reading Comprehension Strategies to Very Poor Decoders in a Listening Situation.
Aarnoutse, Cor
A study investigated the effectiveness of a listening program using the reciprocal teaching procedure and the direct instruction model. Subjects, 95 9- to 11-year-old students from 6 special schools for children with learning disabilities, were chosen based on their very low scores on a decoding test, low scores on a reading comprehension test, and low or average scores on a listening comprehension test. Subjects were administered pretests, posttests, and retention tests. The 48 students in the experimental group were instructed in a listening program consisting of 20 lessons of 30 minutes each. The 47 students in the control group attended regular reading lessons, which did not contain comprehension strategy instructions. Results indicated that students trained by the program performed better during the posttest on the strategic listening and reading tests than the control group, and the better performance was maintained on the strategy retention tests (3 months after the posttest). Results also indicated no interaction between group and listening level, and no transfer effect to general listening and reading comprehension. (Contains two tables and four figures of data.) (RS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A