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ERIC Number: ED415524
Record Type: RIE
Publication Date: 1996-May
Reference Count: N/A
Differentiation in Student Responses to Literature Based on Auditory versus Visual Exposure.
Carstens, Anne-Marie C.
A comparative study examined student performance attributed to the mode of literature instruction to determine the validity of increasing auditory-based learning activities in the middle school language arts classroom. Two classes of identified low-achieving students in a middle school reading program participated and were alternately assigned to read or listen to a passage during each of four lessons. Results from objective assessments, correlative writing activities, observations of on-task and off-task behavior, and surveys of students' preferences and self-evaluations were used to identify students with auditory strengths. Students who benefited from exposure to recorded literature were identified according to student preferences and objective assessments; a correlation between student behavior or writing strengths and the mode of exposure was not found. The identification of auditory-based learners, based on examples of student work and student preferences, was then used to propose a reading program that integrates the use of recorded literature. (Contains eight references, and three tables and five figures of data. Appendixes contain activity sheets, objective and subjective assessment forms, and a student self-evaluation.) (Author/RS)
Descriptors: Auditory Stimuli, Comparative Analysis, Instructional Effectiveness, Junior High Schools, Language Arts, Listening Comprehension, Listening Skills, Literature Appreciation, Low Achievement, Middle School Students, Middle Schools, Reader Response, Reading Programs, Reading Skills, Student Attitudes, Talking Books
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A