NotesFAQContact Us
Search Tips
ERIC Number: ED465999
Record Type: Non-Journal
Publication Date: 2002-May
Pages: 64
Abstractor: N/A
Reference Count: N/A
Enhancing Student Achievement through the Improvement of Listening Skills.
Barr, Lori; Dittmar, Maureen; Roberts, Emily; Sheraden, Marie
This report describes a program for the improvement of listening skills in order to increase academic performance. The targeted population consisted of elementary students in a middle class community located in western Illinois. The problem of ineffective listening skills was documented through data revealing the number of students whose lowered academic performance may be due to a deficiency of listening skills. Analysis of probable cause data revealed that many students are unable to concentrate on auditory input, or to combine the processes needed for effective listening, are not exposed to formal instruction in listening skills, are lacking sufficient concept imagery skills, and exhibit an absence of internal motivation and the physical preparation necessary for effective listening. Faculty reported students' weaknesses in effective listening skills negatively impacted academic performance. Reviews of curricula content and instructional strategies revealed a lack of curricular value and time, insufficient quality instructional materials, and most importantly a deficiency in teacher preparedness. A review of solution strategies suggested by knowledgeable others, combined with an analysis of the problem setting, resulted in the selection of three major categories of intervention: the direct teaching of effective listening skills, student ownership of self-monitoring, and the positive effects of using music in the classroom. Based on the presentation and analysis of the data on the improvement of listening skills, the students showed a notable improvement in academic achievement. The listening skills learned during the 16 week intervention period appeared to have transferred to students' academic growth and progress across the curriculum, and to have had a positive impact on their social interaction. (Contains 31 references and 8 tables of data. Appendixes contain student self-monitoring questions; songs and chants; parent, student, and teacher questionnaires; and a teacher observation checklist.) (RS)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A