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ERIC Number: ED420887
Record Type: Non-Journal
Publication Date: 1998-May
Pages: 56
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Methods of Improving Active Listening Skills with Relation to Following Directions.
Enger, Tracy; Russell, Nancy; Setzer, Jill; Walkanoff, Jeanette
A program was developed for improving listening skills so as not to interfere with the cognitive processing of directions. The targeted population consisted of third, fourth, fifth, and eighth grade students in a growing middle class community located in the Midwest United States. Problems of decreased listening ability were documented through educational literature which addressed numerous causes and treatments in relation to listening strategies. Analysis of probable cause data showed that students reported a consistent need to hear a message more than once to fully comprehend its meaning and respond to it. In addition, environmental factors interfered with cognitive processing of directions. Faculty reported similar inabilities of children to comprehend and act upon oral directions. Review of the literature showed that listening skills are not being taught in school. Misinterpretation, influences of mass media, environmental, physical, physiological factors, and student choice also interfere with the ability to comprehend oral messages. A review of solution strategies suggested by the literature resulted in the selection of an intervention program which teaches students an awareness of the concept of listening as well as listening strategies to improve comprehension of oral messages. The program will teach children to prepare themselves for oral messages so they can respond appropriately. Post-intervention data indicated an increase in students' listening skills as well as a greater awareness of themselves as listeners. (Contains 13 tables of data and 19 references; various sample forms are appended.) (Author/CR)
Publication Type: Dissertations/Theses; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A