NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ732268
Record Type: Journal
Publication Date: 2004-Oct
Pages: 6
Abstractor: Author
ISSN: ISSN-1082-3301
Transfer of a Listening Comprehension Strategy to Independent Reading in First-Grade Students
Garner, Joanna K.; Bochna, Cynthia R.
Early Childhood Education Journal, v32 n2 p69-74 Oct 2004
Instruction in narrative text structure on first graders' listening and reading comprehension was examined with a view to documenting strategy instruction and transfer of learning in beginning readers. Of interest was whether or not first-grade students (n=35) would, following instruction within the context of listening to stories, gain in listening comprehension and transfer this knowledge to support reading comprehension. A comparison group (n=31) received basal activities including listening to and reading stories. Results support teaching text structure concepts to beginning readers. At post-test, the intervention group demonstrated significantly higher listening comprehension, but not free recall, than the comparison group. Persistent group differences were found for reading comprehension. Intervention group students demonstrated superior comprehension in relation to all story elements and more frequently displayed metalinguistic awareness of text structure by labeling and giving examples of story structure concepts.
Springer, 233 Spring Street, New York, NY 10013. Tel: 212-460-1539; Fax: 212-460-1594: Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A