The purpose of this study was to determine the effect of a structured listening program on 220 first-, second-, and third-grade students enrolled in Title I schools in the ALbuquerque, New Mexico, public school system. All of the students were given the Educational Testing Service's Cooperative Primary Tests: Listening, and the author's own Listening Rating Scale. Half of the subjects then received one 15-minute listening lesson daily for a period of 20 days. Analysis of posttests revealed that the improvement in listening ability of the overall experimental group was significantly superior to the listening ability of the overall control group, as measured by both instruments. However, no significant improvement was noted in listening ability for the second-grade group, the third-grade group, or for first-through-third-grade girls, as measured by the standardized test alone. (Author/KS)