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ERIC Number: ED459470
Record Type: Non-Journal
Publication Date: 1999-Jul
Pages: 165
Abstractor: N/A
Reference Count: N/A
The Effect of Book Talks on the Listening Comprehension of First Grade Students.
Cross, Peggy Estes
The purpose of this study was to investigate what effect providing supplemental background knowledge in the form of a book talk would have on first graders' listening comprehension following a read aloud. Research shows that providing background knowledge creates a foundation and/or builds upon previously set schema on which further information can be placed. This study asked whether specifically addressing information contained within a read-aloud trade book during a pre-reading book talk would create significant short-term schema that would later become activated during listening comprehension. From a class of 20 first grade students (all of whom heard all treatment titles read), 6 students, representing a cross section of the class population, were post-tested after the readings. Six titles were delivered, the initial three were read with no book talk, while the second set of three were accompanied by a book talk, props, and theatrics. The post-test for each of the titles consisted of two vocabulary words gleaned from the book text as well as two literal and two inferential questions. The post-test showed significant improvement in the students' listening comprehension using the treatment conditions over the control conditions. (Contains 60 references and 4 tables of data. Appendixes contain: the survey instrument keys and book talks; literature used in the session; rubric instruments used to score post-tests; survey instruments; and full transcription.) (Author/RS)
Publication Type: Dissertations/Theses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A