"' t ATH b io AETE

r- .

»,

.AVIS

-:": "

/ .

.' : Les doCumentsqLiifontdejll,I'objet d'uo.droit· d'auteurlarticlesderevue" ex.menspublhb.etdne

.soot-Pas~Ia'of~lmt!~ ^{", •} ~

est

~u~::tUI~i~I:~:)e~~~i:~~'led~:tr::~~o:~~,.

SRC/,910,c.C-_30.Veu ill~lprendrecennelssance des fOf~~d'al1torisa~oiIqUi'ac~mpagnentcettethbe. .

,." " .

"' t ATH b io AETE

MIC R OF\l.M ~E

TELU

QUE

~OUSl'AVbN S,RECUE THISDISSERTATI ON'

HAS BEEN MI€ ROFILMED EXACTLYASRECEIVED .Previou~'ycopyrlght&d'm~terials,(Jour~al"lIrtICleJ,'

pUblishedtests,etc,lerenoty~.

'''-,

.+'""

Coliection.OI.lfIopmtnI

";'u,,",,,""'"""

Brandl

ReproduC1i~n,l(fu-1I^orIn'~rI:of^thisfil~'^IIgov- emedbythe Canadien CopyrightACt, R:5.C.197p, c.C.JO.Please reed the.uthori~ationforms'which'.

;:aceompanythlsthesis'- . I

.--~

..

',

-~--_.'''''--,...~''''':-::-'---c-''''----'- ^{C:'f,); ,,," ' _ _} ,-'_,.._-,-_~ .

, ""."-~~~~~.-

~=:::':O~'IK~i:

Sor;i<;edestha llll c. n5dlenn..

ourmlerofJdll

~~q~~~u~~th~~":Cr~::~::BI1~:~i~Y~Jb~~:~~~.~ _' I~q~~~il~~;e 1~~~~:i,~O~=:~pem~:':~~~:;~O~: -

.J. microfilming.Everye,fto rt has been rh8de')lo~nSIJre

11

avons toutfelt,pourassurertme,qu,lltesu pl!rieure'

~ .", the higha$tql,l81ityofreprodLlc~ionpossible. ,' ·de rtlproduetlon.,' :. _:." ~ •-',_'•

.

~---:...

^_Jf

pa~ 8~'~;$Sjn9.

^eontac1:

,th~'-~"I1lVer$it

....whlch.,- S'i1':-

~8nque "d es _{~ges, '~~uillez' - c;om muni;~ r .,}

i lJ'antedtke degree. . ' ," ...aveel'uniVlll'$itequiaeDnfer elflgrade. .

'.

'

.

,'- . , "

Somepa9&S'mlIVhave indistinctprll1tespec~IIY ^. lI-'qU1ll~te"d'impre"ion'd!~rtJifl.,pa~e,^peut jftheoriginalpa~s'MIretypedwitha poor typewnt1lr laisserade!trer,surtOUt,sfIe!pallllSOfiginaleso~!,et:e· ribbo nOfiftheunivm itysentusIpoorphotocopy: :~~l:~ji~~~:~~~r~:'~~~~~eo~S~~:7;:;\~

quellt~.. . .

- -· - · · · ·· ·· · r ·· · · · · · .·

. '

;-,f'·.','

~ >

Q:. ,' ,'.

r

The Con,storucti on'ofa Li steningSkill sProgram a~d.It s~Hec,tson theLi.S}~n~irigan~'Readin9

. .Ski lls,ofGrAd~e'Chil.dr~n •

'-by

A.Rel?~it-.'s ubmitte d in partial fulfillment .of the requirementsforthe.degree of'

Master of Education

,;,

.Ne~foundltlnd

..:>' }

/

CHAPTERI

.

., ,

..

^{' .}

::,

"'(-~ab~~ ;;f ~~~~n~s

Introduction

Defiaition·.~f '~ist"eninq

^",_-.'

Researc hof-the Need':fot-Te achi n g

Listenin 9 .~

·7;:~w

Sta teme nt^ofof

th~

the^Stpro tllelll^{ud y}

5"

•

^- .

Review of..oJ.he Lite rat ureof the , 'fea clll. nqofLiate n i n 9 •

SUJ1UIla.ry .i.::

The Study

Tl;1e Desi qnof the Study ~ Oescr~p tionof..theTe;t s Used

,'Ra t i ona l.affer th~Deve l o.pment'of

theMa_~e ri a l ' . Definition of Te ~s CHA!'TERIV

!

Anal:(sis of Data

Hypothesis Studied "

De8crip~ion'andReS~lts~f. Tre~taient

. Pre -test~ta •

I

,post-te~t,t-stathtic r'

Summary

,o r

--

.'-~~~.~ ~-,.---~---,-'---'--:-~

CHAPTER V Summary',CO,1'clUs iona,~cornrneridationB

Summaryo~the'StUdy .

Summary 6f,the'Fi nd i n g!

Conclusions . Educ~tionalIm~licll.tion•

.Reco~endad.·ons',fO-:-p'urth~r,R~s,:,arCh:) BIBLIOGRAPHY

APPtNDI?t.A'.

.

. • .

r

l.. L ·.

".'.

The se

:a~d -simil4~ s~aten.e~ts

^{are'he ard:}

~U~h ~ ~fter;"

^.::

~ : ': .~ < ~

whenever t. eache r s meet. reac ne r sreco9ni~~;'andrigh.t ly

.

. . ..' ....:....so.that'many.c h i ldre n_lllayno tberea~~in~..the i rlearni n'9.

pote~tial.\,ecaus~..of·p oo.r l iste ning habi t's.

M.iri.j ~ise_~en ^have re'COg~,ized :the' impQ;:~ance ^of

'list~~ing . ' ~ine'~e~n' ~~ndr~d -;e~r~ a~o , '~~~~~r~h "~u'qq~st~d:

^.

~Knowhow.~ lis~en andYou wil~pr~fih.·evenf~omthose who spe~k^badty.-' EP.i~te tus ;·^a_<;pnt~~porary'~O fiii..sai d:

·Nature- h~.

givento

me~ one

'tonquebut two eaes,th a twe

_yhear from othe rs twiceas IIlUchas'wespe ak.· Shake s pe a r e

.

.

^"

had!I la ta ff~ay : -ItII;the-dise'as e of'noe'li.ste'.lin~,:the

"" .~l.~dY

of notmar'king, tha t I0..tr oUbl e d withal.-·

._~

\ .. ".:

EventhoughtheIepor-taneeoflisteninghas been at t e sted to

f~r centuries~ ~e~e i s

^no

f~nMi' pr:o'Jr~. o~ ,

^{.\ .}

in st~uctloninlisteni. nq.i ,:"clude d in th e curricu lu-.ofou~

Ne wfoundland,lchoois.. (!hi sIs~t,toIgnore.th epr e s.enc e.

.of inf ormal ins t r uc ti o n or thepreeence atopportun i ties for list e n inq o,fferedwith i n thecour l eot',theschoo lday. J

.

--,'

... .

^,

.

^'

Really,.~twouldle~tha t,only duringthe 'pastf.wen ty.ye ar s

Ii<.ha s listenin~r,;,c e i ved,much'atte~t1onin't he.a rea o.fLanquaqe

'.ar t s.

The.impO'r tanceof ef f e c ti v e listeninq intoda y' s

-

. " .' :

.

.wcirldcan hardly beover~tated. Lis t enin gis~epr i mary

I

. ,"' .-.' ^,"

vehicle~for^{..le arnin g"i n a.}~hil d '~'ea rlyye a r s;, Muchof whatis

le,,~~ed,

^{fo r}",

'906~

.

or

bad.

com~s

" .

~rqu~h

" .^t'heears.

Further,,·,j ust·o\\swespe~kmore',t hanwewrite,

'We

, ^{. .}

^{. .}

listenmOre

than

we··r~ad. Toooften,

however;-

we"Trsee n

Children live'i naworld of sound. 'From mornin<.l• tonigh ttheyares~rroundedn?t on l ywith'th e noise s?f th ephysic al'E!n~ii:onment'b ut withth e·wordsof pe e r s

'and

... \. ",

.

adults

wJjo

want th e m,

t?

;do,some th ing. ~erJ'~ps.

be.

cause

", ,' ; , . . ," . '.

. ~hereiss.~ v~ry m~talk,manychd Ld r-en.l e a r n to ignore i t.. Too manypeopkevared.irec~ing .t~o ~nyide\a s:to them,

\" 1;h ey:" " refuge in"no n- listen i n g

<:' \

They

ml

f•Usten , ,wi th~ h.a lfan"e u "_tothera d foer the teleVis i nb~tthey

may

tra~sfer thiS ;h"bit~>to 6ther

sit';latioris;

' and\~'ne' S~Ch

maywell bethe caaaarcom.

What'is"listeni~g7··^{Isit'no t'jus t} "hearin~?"

,

,. ' , .

andidea sis associate dwithpr e vi o u!! experiericeswi t.h .similarso un d s and'ide a s.

Logan and

Log~n

^{·( 1 9 67)}supply §1e follO'l/ing behavioural definition.

~Listeningis the.art ofhearingsound patterns or sequences .purpos e fullydirecting_a tte n tion .: .

to '~h~se" and

^actively

appiYing-·~pprop~-.

!

J,

'COgnitiv; ski lis

whieh'

_." re$ul t_.. in- t_{" .}he_-

li~ teAer

_I

'

^s

:ob tain ingmeandnqa•.forming concepts ;inter';'

. . ."

.preting data,makin g'i nf er e n c es, and'pr e d i cting:

. . '. -,

^'

..

se q uence sorpat~erns.·

, .. Listening',is,too valuable:alear n i n g aid totie , ie'ft't o"ch a nc e,

._ .

aa-it. nee be e'n"fo r. - so'l on g'i n the- .t't'!;a c hi ng' .- learn i nq a-rea. Li s te nin gcenbeimp rove'd throughinstruct ion. . Moreov er,:there--ca~be atra ns fer to,othe r curric ulumareas, suc~;as -La n quaqe arts,'mathematics and social.studies.

wilt(1950 ).did a study.(1).'to'daterniine

w hat

pe z:c e nt a ge ofthe-,~chooi^day.elementary'ch~ldrcnar e exp cctc"d' todevote tolistenll\g , '(2) to disc o ve r whether tea che rsare

aw~re

^Of

t~e

^{amount'of ',t imethey}

ex:~c~ ~hildren

^to

lis~~n ;

( and(')'

~o

^{eeeermtrtet( e}

,~ iativo

^{impo,t ance}

t~ao,;,rP

.'u~O~"th~..

r:

^{Ph;-se5,o f,1angU~g.e}~duca/tio~ . Sh~ foo/1~that (11.childrenare expected to, listen57. 5 %of t~me.

(~il '~~~~~hers

are una....

a~eof·

^the

arDo~n~

^{of time}

th~Y .

^expect

... .~ ch-i ;t.?F.~n,t o, listen,'and (J) te ache rs ,considerlis te n ing

':':,;l~g';

^"impo r t.llnt,tha n read ing

~; 'speakin~ ;

^{. .}

Di~i~e

^{(1 967l}

conC1~d~s,

^{I:-ha'tlistening}

i~

^.S(lrlOm-.

taughtin'the schools; never thel ess.most ins tructio nis .of f ered in the

·listeniri.g·~speakJng c6n.text.'Th~1j

is·

cspeciall;',tr~e^{for the}begin~in9 sch~ol^{years_.Listeninq,}

~lays

.

^a~^vital'rolei~ch'ildren's. ' 'learning'inkinderga~ten and early primary.grades'. Increasingt.he child'sability.

to'list enbe co me s a'majo r responsibilityof kinderqarten"

, . ..,;, _ . - -':.

7'\'~

.

\

~h~S;

^of

re~di',ng a~d

^{,.writ i n g}

~kilis

^..C1:1rr!aulumma t;e ri a 15, catalogues'

,

^{.. . •}do,in^.

fa~t. .\

^contain

.

^{many co, ' .lourful}eevert.Lse-I .men tsfor' listenj.ngSklillpro_gFa~: ~he se,same-l'li~te~~al~,

however,are usually,expensive.whicheffectively negates

~

^their

a~qtiisi~iOn

^by,

ve~y ,ma;;Y/teaCl'!~rs .

\ .

.

^{. . .}

,.There'is a definitene e d for more researchin the'

, ." \. ' : ' , . . " I

a~ea

^{ofiiaten.ing..}

~~.~

^C\iti.cal

pr,o~:em.

^is

'th~ .Const~.ucti~n

^\'

and subsequenteval ua t i o n'of aprogramof selectedlistening,

. '\ .,'," , ',

. ' .

acti~i,tiesf~.~firS~,-grade,.\h~ ~dren ._,.Itisamis.c.oncep~ ion.I th at.good listen ing ha b its ,.will develop na t urall y,in the

i . .'. ,

~

Chi~,das he matures::There,i~,aneed for.direc,t Pl~.ned.

inSiruction,~ 0-stening'can.be,taught~ this~.as" "9h~

by

r:

^{studiesofwilt(1970)',~ell~gg,(19,66) ,,a n dNich ol s}

(19'51). Furthenno r e,:.:tdnliste\ning

ior

specificpu r p os e s

/.. '

.

^{... .. . " . . '}

^.

. ! }

^{t,ught ther ecan be.carryover~,nto,.thereeding'area ,'}

I ,.

..: . .

' ; , ." . ' . Kra rlyik',(1972 )•Tepcir tinq onHei laan~sst ud y,says 1o.hat,

· . . ; ' .

listen i nq is relatedt~many fac~tlof :r.e a ding,s·UCh'_,as

, ' : , " '

expanding'concePta~proper_.inton ation pat t erns and

> .. "

de v e lo p i nqsound wo.r k hab lee .

Most'"of the studie s.,i~Ust e n1 n qh~~~ b@e~con-:

d~c t ed'i nthemidd l e,q r a de s. Relative l y'~i t t:,leha s,';'ee n

~,', researched'i ntheea.~lyp~imarygrades. 'rhes~have been

\ , '" ' ,

.

deve loped byrc s e a r che r swhoconstruc t ed th e'prc qramand

." , ','

.

\' " " .

tredda s. ".oo.'>.. t , e "..

i .~Pl.~nt

^{i t..Tno,.}e

.~' .

eene eehad"

no say1nits,.de ~lopment'and cons equent lymay nct; have .be e nfUl lY'

a~~~e:

^{of its}

'i~portance ,

^{'Icope'a-Q- dsl quence.}

Ther~' '~as p:~Uab;y l ~ttle

^tranSfer"

i~to

^{. ,}

re~ular CI~~S-

..I" • ~:''I .' ', '

·roomactiVities;~ . <l(...- ,

.'nle pa r,ticu,lar~nst ructional:proqramto ,?e descr ibed

ne.revea de velC:p&dby afUll-tim~qradeone te a cher as pa~t.

•of her

re~lar~,duties.

Cer tai;n,lya nUmberof

!I~Ch ,

^{studie s'}

wouldbe

varra~ted; It .·iS ~~d

^{that othe r t}e a cher s may;

~

·enco ur'Age d to cons truct andilnpleaent a pr09ralllviththeir

,

.

^~

.

students. .

. .

One of:th emajq,r

p~ses

for qi vin g

~hildreii

in

, ,

"

the,pr i marY'qrad~sdire cted ' listeni ng.exper'iences i~to' h~ yethem listenfor s~c~fic purpo s es.

Thespec it'ic

1i~ten~nq

skil l area s in

~hls ,

st,ud y

(1) Tofoll ow'dl r'ecti on s ,

(2) ,TO,~e ca ~lideas1in prcp~r~eque nc::e.

, ':"-

"(3)·To ident i'fy".the·mainidea,iriacl uste.r ~ f ut te ranc es ,and

(4) To'expandor'en la r ge·vocab u l ary.

.

. . ...

• Thepurposeof such'a prog ram'is todev e lopli ste n i m,l

~ki llil

.

~nd

'

^tode't er lfli

,

,n e"'hether',th~re^{' .. wUIbe a}correspondinq' improv eme n t.1.n·re.ading prof icienc y:

~Thisstud!.i~vOlved·for ty-ni negracleonepupilsin two'~istinctqiass e s. They'wer e,heteroge neoul!Ilygro u peil.

'' '0,wo.cressers.":Bot hcias sesus; ,

,t.

^aeee.b"al \.",uog;

a~ts . series .

^'The

~hi'l dren

^{co mefrom[mi}ddle- Cla ss

. .

soc io.-eCOnolllic.environment.

Twenty- fiv echildren.i~theexperinie~ta l qJ:"OuP

.

. ' "

-

.' , ' , .

received'a nins t ruction alprogram whic h consi stedof twen ty

'l ess,ons

of ~~:n~Y'

^min.utes

'd~r~tio _n,'

^as

incQ~rated . i~to 'th~

re gulai. l;.a ngua gear ts'per i od. Thetwen t y-fo u r pupil s inthe

, .",\;1;1' , " ': , '. ', . , '

oth er grad e one clas s receive d no_t r ai ning in lis tening

~u,ring

^the

eXP~ri~nt.al,period.

^'

A,~tudyoft~escores·_~ece iyed,.in the.pre-and' ,

pos~-t~sts.

^byboth,

~ro ups

^and.a

t-t~,~t .~n',the,

dif ferences betwe en'"theJleansshou ld show,.th~ t'the'e:ir:per'imen ta'l:'g roup wii l.·i lllpr o,vein tn'dr'abU it~toli~t~1l1.endtoread; as compared with theqr oup't hat, did no t.re~eive·th e"treatJne nt.~

Children~)etaugh t eo.listen•.,An improv ement 'iii

{iste~ing

^{'skill s'canprswClke}

an, ~provem.ent

ⁱn r(!ad i n g ab,i J, ity. Ateacher Who is ~',tuned in"to the'abili t ie sand

'nee d s;likesanddi,sl ikes,'of her'·st uden t s and iscOgnha~ t

-- C" ."

, :(

;.~~: 'J~':.~~ >~"~"' :1:-"'f{~

.:~

~~;TER

^'IJ'"

;'~[

^'<.

:statimen ),ofthe,p~Qblem

'I twa s't he intentot' th isstu dyto d~termine'wh e t her"

fir~t

^{graders in"}

t.hei~seco~d s~~ester

^••

~ ChOOl W~Ul~ pro'H~':

,f:r o'Iii

di~ect

ins tru c ti on'i n,

li~t~ning

skill s"'.Would

't~er~ 6":

also

, b~

a eo'r r es ponJing,

i~ilro-$em'ent

^'i!ltheir

,re~?-.ing, abi lit~?

Two grouPs"comprisftd the study; an expe rimen"tal'g:r6u pwh i ch

;

recei~ed the li!l,~ening skill

^;e v e l o p m'e ntlessons.and(;" .

i ., ' ',' . " , '

control,9r oupwhich.re ce L'vedno formal:,l,(stening·~~ll s.

instruct i~n.

.. . .

irivolv ed vari ous·te ach ingproceduresand includedsome 'in listeriin~,but ~ediscret: ncystage~a:.l a"r g.e.m~r~in:.for imp r,oveJl\f!nt •.

. , .- , ,.

Liste,ning.ha s'ap p a r ent l y.be enthe neglecteda~e aof. th"alanguage,ar t s" NicholsJ19 3 9?,~eviewedpertinent re s e a r c h andfoun d:totha ttimethereqad"ap pea:r e donf y. fourteen'st"u d .i:es.'.i.nlisten ing;'·mean tim e , l., 9S1"s tudi~s in'

readi~g

^had

be~ri'

^pUblis h e d" ,By i968'Duke r

reporte~

^1,332.

arti~le sde a l i ngwi~hlistening~scompared to cl 00se:0 ten

Wil t ' s,(19 ; 0) study showed th"a!-'e duca t orsneededto., be,IIIOre awar e.o.f,.'tha~unctionan'aimportan~ethat,li8tening.

' ~u~s if' ~e

^child's

l~i~. RU:ssell_ (,19~4! ·~eportl~g· on

the .studies,OfRa nki n ,.Core y "'Ho.ga n , prCl~t.. Edgar ,.an dDeVili'_e"

saystha t- although',all studies we re"o f s.h o.rt.:iurat~on, :( 'thous and i~~rea,di ng, 1'hi s':9howed'aninc r e a s e~n interest

9 \

·s~pp~rt ,th~ a~~umption

^th'atlistening :biliti es irnp r 9 v e

~ . , "

.

141.thinstr~tlon. l.

:;,

~d~~tte

^{.(1961) s't;udiedgrade}

~ ix s~.Uden~s

^and

fo~d

th~t'foimostof the~t~dents. tra~~ing.z::esul ted.in more' :effecti ve'li s t e ni ng.'. Twe nty~n i n estud ents.e e c efve e lower .

scot.~.~;-f~_:·~he'. ,post-t~'sts'; b~t ,t~~'r~

^{wa: no}

.exp;~nation.;~iv~n .

Sh~fO,undthat when',speci f i c' listening comprehen sion sk i l ls

.

' ,' .

" ' ,

s,uch.,.a-s,"m,:,-in.'ideaf· ." notin gdetails"ari d"mak i ng infer e n c e s ."

.' ; ', . ' , ' " ." .' , " . '

:-'were improve d:.ot h e rcompreh e nsionskillssuc has acqu i ring

,

."

^{. '}

:" . ' "

.."word_improve.~l!!anings.' ''and"follow J.ng_. dJ.rectl.o ns"also_Jten dedto

:J

Laban (l963)dl.d~long1t ud l.nalstudy df the ianguage • development''"bfelementary school children . He followe'd

~

.,la,?g~'a:g~'·deve~~pme.~t ~fereve»kin'dergarte~,ci~sse~'H r o u? h

.Gradel~; He'found'~h &~'r e a din g l.writ i n g.',list~riingand.'

speaki ng were all.posi'tivelyrelat ed . He'~uggestedthat .../

..listening.

dese:r~es ' ~~r

^{fuller and,mor e'}

SO~hi~ticate~,' t're~t-

^.

'\ .ment'

t~~n "~t ',oir~t~in most pr:~g;ams' .

^{I ' "}

, .~~" Dev ine (1'967),an~lyzesastudy by'Barb~andCarr

in:l.~64. :~~y s~~e~-g~~de·s ·'two':t~:·f~U; aild f'&~~ 'tha~

listen it!g.abi li t y~y be,~,b e tt e r·'predic.to~"of~eadinq .\'~

.

-,.:....

10

Nic h o l s (195;7')

~s~id

^{th atr}e's earch'\ howed

r~ading

and

lis~e'nin~

^{skillsdo -not;}

!mp~v_e

^{at.ch esame}rate "!he n

:o nlyreadi~9is taught. Durrell'an~Haye~H9'70).con-

~~rrned ~this. ^They,said th a t ingra de:one'a.Child ;~:re~ding

c~mprehe nsionap proach e shis Ji5te'~in9comp r ehe ns .,Educators are'~o~,.tak ing,th ei"r

st uden t s~rom,"wh e r e,they are " end lead ing-them everonward, and ' upward'in the area Of list.;ning .

Kellog g'.1l 96..6l deSigneda ,st"udYt';'re .flec t

the

extent ofPossiblere la'tio n s h i p s betweenthe listeni~g'and

~~adingskins.O,f first gradechH dre n";,-Th r e e g roupswer,e .

st udi e d:: "" .supplied'~.':t_r:ucturedlistening ~ki)1spro 9 7a m, on e,with.anon-st.ru cture d prog ram an d thethird group, the controlgr~up,wh i c h recei ved noins t ruc t ; on. He used the ."- Wright Lis teni ngcomprehension'T~s tto measurelistening comprehen1o n.,,He'found .

('~J s~gnI~ic.a~t

^diffe re nce

in..,

:"chieve me.ntga~nsinthosein the structured'Rr09 ram ove r thosein:t heuns tructur e dpro gr am,

and'

(2) thetre.at ment·

did aff ec t achievement in rea ding :

Eliza bet h Thorn (1968) stud i edon e hundredand

.

^{/ . ', ' " , "}

t,hirty-tw o fi rstgrade'chi l dre n and.found.that liSte ni ng comprehension was lmprov e d signif i c antly by way of a'

program of direct''ins t r u c t'iol

~

Thirdgraders'f rom

hig~

^{an d}

10~cio-e~~0~ic

^\

~ro~s

^{Of advanc}

₇

^i:land retarde d readJrsw' r.e

s~~d~ed" bY ,

^I

Fllynn ]n d~yrne'(1970). signi:Uca~tdifferences'betwee n

. . .

ad v ancedandre'tardedreade r s inaud ito ry ab i li t i e s,'wa s found"butsoaio-econo micfactorS;'didn?t.dPpa,re nt l y infl ue n c e t~efindings.

Lundsteen (1971).

rePbrte~"o~ t~;elve: ;tudies,

^...

-,~

covering'almostall gradesand1.0."l e";el s: Heconcluded' -

thar~'is,t~ning

ⁱns::-uction may have

i~pr~d 'r,e';di~9 ~.,

^.

inst,fuction:e special ly. ~~tthe grad eone"l evin.' \ Marg ery,Kra ny ik''i1972j'did ast udy of,gradeone

,J

pupils. _Shoe'

'const~uct~d '

^and-eva'luate d'

~ pr~'~t"a,lQ.

^of

,li s t ening skill,ac tivi t i~ sfor firs t grade childl'e.n who hadnotye tdevelo pe dski~linreadi n g. Sh~usedt~?="ee ,

grou~s , ':o~e

'tea e h e r-t a ug h,t,

o~e

wit h

tap~d

lessons,

t~e

sa me lessons'for bo th,eee .e contro l -qroup'whorece i.v~d no:ins'tructio n . '1'h~,experime n t a l groups.receive d7wen ty les90~swhi chw7~econdu cted using activitysxceesa~d

~mrnediat.e ~eedback. She,focuse d?nt~esp:, ci fic~killS

~'o f'.( 1) foi!owi ngdirec t io ns ,,( 2 ) fi n d ingthemainide a and (3 ) notingdetail. '!'he Durr ell Liste n i n g-Read i n gSeries'

~.wasus e dasapre~tes tand pose- Eea t. in'li s t e n ing comprehens.i.on,' She foun dtha t ~is ten ingcouldbetaugh t to firs tgrad e r s'whoha dnO,s xill,i nreadi n g.

_~'st ud y was don e by Cole,(19 61) t~determine'the

t-

effec tsof,inte nsive·inst ruc t ioninlist~nin9·coinp~ehen9ion withd.ifferent,.int elligence g~oup~,in'qradeone,, Sh'eused on e hund red'and forty-onestude n,t5 . The exPeri~enta,l ·gr ou ps j-ece dved:fift ee n mi n ute dail y i.e ssc ns. Sh e Cound t hat·the

~\,--_._. -~_^..

-

..

, ... ..

• I ;::J

"

.

. . " : : ,

correlationsto the,re ad ing sco re s•

~,: j'

. , .

^{'" . ' '.}

, . ."'.

eXp enmell't al.9rb~p,.made ,subs ta ntialgaJ:ns in both hs t en :1.ng.

.and,+e adi riq••

.oWe ns (1'976)~t~d-b.~d·pupils In'',grad es:two , four,

<l:nd,dx'~o,:x~i~e^{th e'}

U Bi

o~.^{audi.torymeniory.te s t s".t o:,.} pr-ed f.ct,:t;,eadi ng achievemen t., The Gat e s-Mac:Gl nlt iere ad in g tes eawere used.

El~ve~ ~~~-ividualized

^.t e s te wereus e d:t o

.t e'st

aUdi;to'~y ~inemory; '

^nine

~f' t~~~~' s~~w,ed~signi~icarit .

.

.=~"-"''''''''=

-'-t al1gh t J,f C? rex'.;mPl~ ,no t ing detail ,and_t:Oilow.1 h 9 directions.

~os.t

"of, the ,

s;!=udie~

.fo cused on

corr~l~a~ing

.list.e n i ngwith

~eading^{and sh o wedtha.t}lis te.~ing·can^{betau gh t an d that}

. ~' ~sitive c:orr~iatiO~ · 'e'xi~ts' be.twc~n list~ning '~,~d read~ng

^•.

...Ber g e y H978.)

" s t~di~d a gr:6u~; ~f.thirdan'd

^fourth

.

~raJ~'r~''-~ho;~we';e ~xpose'd ~o

^a

'dj.re:te~'-.l~S'~~.!I'in<;l

ins t r uc-:. tion a l pro gra m

.-for

a'p erio-d

6 :£. two

.montjis ,"Be~ge;'fo~nd

.

"i ' . ' -, '

t~~t'bot hllste n.:i.'ng and-.re~ding\.irnp r o;e .when~h~ ldren'

-

're i;'e ive·,~ormal,tra in inq.~~l is t e n i .ng-ina.d,dition,t o.'t h ei r

re'~~lar langua~e- art~.

^pr;gram.

';I'hese~tudie,ssho~that,planned','~iStening.1'eB s ons s~~ceSSfUI

in

't he primar y.gr-ades., Sign'if1ca nt

. .

'., 1."

The Des ignof

.

the Study^.

.

Gra de one pupilsinthei"rse~oncisemester were chosen for thi> ,tooy: TwO-bh') d,'of the'fi" t grade population of schooi'in.amid'dl~cl a ss se ctionot:St."

'c' '. ,

\JOh~; \ S ...

^were,

. st.udied~ . . , .

^Th'e.^.chi' " ^{l'd r en}' , ,'

h~d'

^be'en

ra~dO~lY

:

\s si~n edfro mthetot a l scho ol.e n t ra ~ c epopula tion._,'All

o{

th ech ild r e n had'attende~~i~derg:arten, T.he'ch~lQren were.,a s s Lqnedto~;:'!irgrade onecl a s s e s by the principal

.' ' f ' ' . ••' . •

us i l!g;t h e.fo l l o",~nqcriteria ;' the sco r e s of·the_~-, MacGinit ieRe'a(linessTes t admi.nist.ez-edinMa y , 1979 ,,th e:.

~~'."dergar,tenteac~.e~~'student ,\bilityas~eslmen ~.;andth~, 'p r i n cipa l's evaluation'of each s'tudent'sability. Thu~

.

\

the classes were arranqed as muchas is hwnanly·pOssible..

.' ',;. , " . ', .

.class;-enerewe r e nO,repeate rs'includedin the study. At the

~e~innil)g'

^:Of··

th~

school yeartheJ;e·

~~re

twenty -five

.

.

^{.. "}

studentsin eachclass, bu t one student transferredbefore the studywa s begun.,Allof'the ch i1d r e n h a d attained the

. '~ge

^{Of,six'a'sof December'31,'1979.}

~he investi~ator

^\fa's

a

membe:.r' :~f

^the

SChOOlls'~~aChing

^{s,t aff ;} Th e o,ther'

tea~her :

wa s m6st'C'O-operati~e.in aliowln'g'her classtohe te s t e d as the controlgrou~;

period..' .

,

Thebuire'll£iste n:l ng-Readingseri'eswasus e d as'

. ..

Twa. gro u pswer est_udl ed.:Th e'res earch,;:Iesign'us e d wa s :the'p r e":t e st,,,t.r-e atme r rt,

p~s't-tli!st

^type

l~ .

^<Ias'de!;cri bed

.

.

by Red in ger,(19 7 3 1".Bo t hgroup~wez e-pre t.ested in liste nin g

.,and re/:l,di ng. Thelisteningtest;which consisted'oftwo

parts ,one of forty·minutesduration, and the other of

.. .', , .

th.epre-and pce e-eeeee• FormDE wallth e Rre - tes t.and For m.'

EF~

^'an

a1~er~:te

^{form of the sa'metest;was th e}

po~t-test :

".This

' .t~~t

^is,

a~i'nistered

.prally.'t o't h e

~tOt.al ·' gro]p.

^'Th'e'A

lis~eni ngpa~t ~onsis.ts~O~a llY',Of pictures. The

l

^{words and}

·sentence.~ ·ar e sp~~~nby th~exami,n e r " " are,no t re e nby

·the pupil. Thus-ti hechi~dis tested on.wha t he hears.

The reading testsco n s i s tofword sand sent e nc e s whic hare't o beread,by thestudents. Th eDu; reUILis te ni n g- Re in Series is

cons~_dered

^{to be an...}

ac~ePtablf l

^{01 of}

research . ; / •

Th e pr e-t estwa s g:Lvenone week beforetr atro e nt began:wh i l et~epost-testwa s adm:Ln:Ls t e red exe cly two

I

th irt y ml n""te swa s gi v~non one day. Thereadingte.st,

~~ich:

^{is set'up}

~xactiy : t~e

^{same asth e}

li~'tenin~,

^{'wa s}

• . ! . .. . '

~:administeredfou r'days.l a t e r.

Th~treatrnentwasgiv~nto theex p e d me n t'a l group only., Itc~~s'i s ted^{of twe ntylesso.ns}of approxlma t elyt~enty^: minu t es.dur at i0,ntaught to'thewh o l e cl a ss.'Th e.lessons~ere

·t.auq ht.:in the-~~:~.ing,as part of.the-regular'lan gua gea:.:t 5

r

15

} I _"

months from the date ofthe pre-eese."(Thus! a gain of.2

~~Uld

be expect-ed to occur

~ithout anyl '''sp,ci~l

^tr e a t me nt . ")

A\~ain

o fimcz-e than.2 for,any

m~er

^{of't he'}expe r i ment ai .

, ' .

gr~upcouldbe cO,nstrued~shaving.be e np~vokedby the n~teninglessons.

\ ,Un fo r tunate ly aiot'ofchildr"en we r e sick"at,that

pOsh-test time'. Itto ok'al mo st two more weeks totestthe

I. . . ' ,

childre n,w~ohad been ab s en t whe nth e'groupswer etest ed •

. : " '. 'I .

I tmust bel1n d e r st:o o d that'1is~enin9ope rate'sat

var~:ous lev~~s , hearing~;tening"

^{all d'}

.<Il,ld~n,?,"~

^Hearing,

is the proc e ss-bywhich sli>undwaves ar e received," . ..--. , mOdifi~d

.

andre.layedal~ng^-thene~o~s~ystem^{to the ear.-'.}List~nlnq

;1 5'th~'process'of ~ir~ct1~g~ttention'to and therefore b'ecoming aware0,£so~nd'seque~ces...Audingisthe,t e r m used byB~~n(l9~7)^{todenoti ethe}aspect~^{,o f kno winq,}inc.lu~ing .percepti;n, ju~ge~~nt ,~reas~.ning; ~emE}~erlng,'^andimag ini ng.

T~echildr en,involve dinth isstudy.had allbeen tested for 'heari"ng in kindergarte n. none.or.them weref~und to havedefects."The lesso n,swereconstructedto dircc:t the chi i dr e n' s'experiences'and doaid them'i n becoming more

- .

The typesoi- liste'ning tha t every()ne mu~t'e ng age,i~

c"

.,:~~jJi'iteral, ' int'e.rpretiv~,

^and

,Cri~ical

^•.

TutolO((l97~l sai~'

.',that i t is just'a s impor~antto developa sequen ti alpro gram

'~n ii~t~ning

^{asi tis}

in r~~din9-·

^{•.One can}

s~ta;'~ wit~

i'~:a.uditorydi6crim"inat ici n and mov~,to themOre.·~mplex ,

co~ni,t~~e proces~es' .~nVOlved.'

in lit e r a l,

i in-terpr'eti~e;;c '.an~

r,,~

." .

^{I '.-';"}

, . ,

eva~uati;i:!'tfs t en i' n g. Th e'J:t,.indergarte~~eadi~essand

. ' I J \

firstgrade programhavea lotof m:'"teri aldearh,ng wl.th de v elo piz:g auditory.dfs cri~1nati'on,'~f-cc nscnannsounds,

I"the r e fo r ethe program'd eve l oped'de~ltwithfU~dament"al

.ins~r.uCi;~:m1n~he.o~herareas... ..

. ,:Witt:(1955) ,quotingStiickhnd,~iists,,these.·phases .~i8te~in'1·deVe l?pment.",, ~, · ^{.; : ' ,'.}

I (1).Litt lecons~~usl1steniml 'excep t:when

.. .. .. '. ",!

direc tlyand personally concerned with.

' : ,.' .~ : oJ.

whatitbei~'1.~resent:ed.

(2) .Eas i l y.?istta~te<l^{bY'peo pl e.a nd,things}

(3) Ha lf-lis t en in g,~hiiehol ding f.as t toown.

i.dea.s"and'

Wll~~ini'

to

ins,~rt t~em'

a.t

t.~'~

^•

fir st opport unity, .' '

(4) Lis t:en ing

~~ssivel ' ~i.t;~ ~,:,p~ren t

abs o r pti o n'

~utl i t tleor,no..react.Ion, (51 List ening,'fo nn ing' associati ons,'and

respond in gwith itemsfrom hisown

r

,17

"It Couldbe'held th a t· 'i t.:i s the

schoOl ',s

functi o n

" ' .

.'to (oeusUp?"ph~s_es'fiveandf~;llO.Wi~~ino:r::dert~,hel p

\~e,st uden ts to gainprow es s in thoseareas . Inh erent.in.

eachphaseof listeni ngaxe various skills and auhskLLjs that'

ne~~

^to

Se'

developed

~y ~ome' ~nstructi:onal' mea~s:

Th~S S~UdY, :a~~e.~~d ^to

^develop

th~".fO~l.~~~.~g Skl.l~S:

Fol lowingDirections-".the process

of

interpre ting ' " '" I" '-, ' "', " - " . ,, ',"

~nd,,:un~er lFtandin9.oral,d i r e c t i o ns:,as.demons~rJted~ypilloing

I'

'...arn~rknear.,aboveand'und er II.givenpicture. ' .

~indinq^theMainid~a:"^{the'process-of listening}~o

'Il shortstory an dint e r p r e t i n g the most importantidea

d~~el?~d.iit

that'sto ;ry.:

- ;i~d·.indicati·119

^{th is by}

cir'cli,n~

one,of,'f o u r pictures in a,row.

Recalling Seque nce -''the process of,.li s teni ng-to'a

r .

~ist

^of

na~e~ Of.~i~tures

^{and' t 'i ndi}c a t e the"

~~der

ⁱⁿ

'W~~Ch

they'were.pr~ s~nt e dby ,umberi ,

.. ' i .

Exp anding'Vocabula r y -'the.p~cessofadd~ngnew wo r d sto'one'5·experiential background

exposu reto new ideas.and conten.

rough frequent Liter at ureonereadson t subject

L

.ofdevelop ing lesso~sfo rl~stening.~'tresse:s't:he import an c e of (l)'se tt ing goals'or pl.1rpos e s, (2)l,:,t t in gthestudent s kno w~hose

purpose'~, ^(31makingthe'mat.eri~las interes tin g-; as possible , .'(4 )-"establi sh i ng-'agOOd,ll'steni nqc.Ldmat.e , an~,^{l5 )}prov1din'q immedi a t e fee dba c k'a'stohow well·th~stUden trea~hed^'the"

goalsset.

j

TWen ty'les sons ,were co'!.stri.l6t e !l,. ,Th eywere'ar ra n:ged

i

'a sfe:;"llows'; ;)nei~troduc~oryLes s ens se":en'iessons tofOU oJ'

.. -; .... . . .... : ' 1

.

di'.,e c tio nSJ', five,lesson~,todev.e~·ols.equence., a.n d seven

'.!

Leaaons '0 find

'"~

^{mai n.}

id~a. ,t::,=",

^{two '0'},we n,, ;ad

I

, ' .'. . • .. . ' ' . '1

two.a_C:~ i vl tY.:s~eetseach Wh l Ch thecb LLd xen ha?.t o ma rk in_' j' .

""'?"

ways.depe,ndi,ngo~the'l~sso~'s p urpos e. The layo ut:

of,th eshee t swa s,similar in-tAs tthere werefiv e-roweo!

- I'

pi~~~res

^{clearl y}

'~d persh-ee~'. '~his

^{. ; done'. ;}

^{'or'd e1} th~t

^{-th e'chil}dr e n wotild_

f~el 'comfo~t~ble ~n~'

se c ur e ,

i~' th~

^j

. .

The child r e n:re ~ l1yae emedto'Emj oyth e.r e seone .

10m"

H~tle .gi~f wa's ~~erheard

^to

re~rk ~~h~' ~~o~;!

^{i t 's}

',list~ning tim~ ,..when.the'~ctiv~tysh ee ts were being

passed.out.

·1.

\.

:....;

CHM>TERIV'.

~alysisofi

nata

.

. . ^.. '---

Thh ala of thisstudy ,,!4.•,two :- fo l d :~ (11to-~ & co v~ r

'"lf the U8ten1n9 skillsprQqr~~atvasde ve loped,'forqrade

one.pupilswo!'lldbe suc ce s sfu'l:1nincreas ~~q

the

child r e n ' s ge ne rallisten'i nqabili t y,"an d 121.to.discover if the.

. . /~

.

acq ui s ition,ofinc r ea s e d listenin gskui. wo uldprovoke an improve ment inthe chii d r e n;sr~adingabil~ty•.

The stude n ts were tes tedforlis t e n i ng"a n d reading en the

~urrei~ 'Li~;i'e~ inq

^-Reading

s~r~~;"

forms -DE and E;'.

. . _ . 0 _ .

"oJ ..: ..

The tr eat~ntcon s i stedof twenty les s on8ofapp r o x i mately twentyminutesducilltion•.overa,six- ....eek period~

i • - . . . ~ .. /. . '

The tot a l possible.score forea chle s s o nwa~ten.

Eachcorr~ct~itemre cei ve dascoreof one. 'Th~re_we r eno

;'~enalti~s·

^{fo.r ,Lncor ; e ct}an s we:r:s .

'tabl~

^1isa,

re~rd

^of

'.the children

,

'sscoresall.those lessons...

.

'l'hetabl eshows •

~a tthe _ jority of thes~udentshadno problem'withthe

.-wor k . SOlliesco r:e s

tend~d

^to

~ia1niah

^{tCNa r ds the}

latt~r

.te s e c ne of eachofthear e as . whe r e the wor k wasmor e dif~i eult. ,One'inte·re"a~i~9·facet of:the s escoresinVOlve,_

student·snumbere d evc, fout,ten.,andelev e n. ''1'hetr· scores·

ont.heseq ue nci ng

~ess~ris

^{verevery'l ow. .}

~~se ~essons

~ere"'base·d on

sim p l e recall

o f

"en eee,

~nd

^later fOu:. captions' commensur~tewit h pictured'"it e ms• 'the;o,~iginalintentwas totell·thech ild r e n storiesand havethemnumberpi c t u r e s depictinq·i~eu

in

thesto.ry..in thepropersequ~nce'- 'this·'

'-~./:

^:

.

l'~ ~_ -

_{·- - - -c -- ·- 0- .-0- ... .}

_~^.

_..

_-.--~^.. :o:-n:-;:-~:, ? ~ , .

.

'

\5.'; ,

-~

'· 1

Table 1

- _{I ,}

,

4 5 s 7 8 s 10 11 12

10 ^{10", 9} 8 10 10 10 10 10

7

, .,

_5. 5 9 ,10 10 10

10 10 10

, ,

10 10 10 ^{ab, ,}

,

abo10

,

10 10 10 -s 10 10 10 ·, 0 8 ·10 10 7 7

abo 10 10

, ,

10 10 10.10

8

J:l~'"

^{10. 10. 10}

,

10 10 7 e

,

10 10 10 ⁸. S ":;: 6 9 10.

10 10

;

"9· '10 10 10 10 10 8 10 10 10 10

10 s 10 ·, 0 ab~ 10 10 10".10

, ,

10 10 10

10 10 10

9

10 10 abo 10 10

, , s

10 10

;Ill abo abo 8

s '.

^{2 5 9 '10}

,

9 abo 10 1 0 2

:11 7 10 s s 10 10 s 10-10 10

,

s 10 7 4 10

12 10 " 10 10 10 s .8' 10 ^{abo abo abo}-'8 10 10 10 abo10

13 10 10 abo 10; 10 10 10 10 10 10 10 s 10 10 10 10 10

14

"

^{abo '10"10} s 10

,

s

,

10 10 s 10 10 10 10 10

15 10 abo 10 10.:,10 .8 10 10 10 10,10 abo 10 -10 s 10

,

16· 10 10

I. ^;

^{10 8 10 abo 10 10 10 .' s .}

^,

^{10. 10 s}

17 10 10. 10 10 10 10 10

s

abo abo abo/.~' 10

s

l~· 10 10

18 10 10 s 10 10, 10. 10 10 10 10 10,1.8 s ·'0 10.10 10

as 10 abo.10 10 10 10 10 10 10 10 'ic 1:0 10 10 10 10 ·7

,0 10 10 10 9 "10

.,

8 10 10 10

io

10 10 10 10 10 -i•

Followi ng

!

~

...

~.

CT~ .'~'~ '~ro~ram w~s ::m~erta~en, beca~~e 1~; ~~~id ups,~t'--:'th'e':,

, , ' .\ ' -,',,: ,..'.",'. ..

.cio ntl hu i t y'o fth e present a tion o! the le~sons: Those' .•.

chiidr~n

^{who did}

,~eally poor~y ~n'

^this,:area'

~r~~~.he, ve~y

chlldren.'w}j.oexpeedencedia,lQjl:. of,difficultythroug h.,t h e

"yea;r.in,lear'ni n9toread. 'Th e y progressedate.s lowe r

~~te^{th anthe:res t of} th~chil'dren '.

I ~ailey(1969),

fcnmd

much'th e'same thing in her

',, " " .' . '. . ' , .

Thi~.isan.area,that,i~.certainly,wor~~,inve s tig~t.~~g'~nd.

,

ma y, be: astarti~g.poi~t,~h'diagnosipg·ch i.,ldr e nwi.th~ lea~ni n g.d iffic lilt i e s inre~di.ng .

The pre -testmean scoresfor bothgroups wereequal

on

bot~

:l i s t ening'

an'd re~ding; :

^Which'.

~is 'cii~'ar 'eV~denc~~

^tnat

, .the groups we r e,Clo s el Ymat ched.,The'me an,sco r ein'listen'-- Ing was 2.9,and~n,read ing ~twas~.4. The scoresat t ain e d by bothgrou psar e shown-Ln Ta bleTwo . GivElnthe'ap pa r e nt

~ .: '. ..

match' ,i t wasnot·th o ughtne c e ssa ryto compu te'at-t El,st'for signi f i c an ce onthes e .'

\

./

\ ,

. ~

·Table 3

,

^Listening

-..

Slt udentNo. Experimental· Conti'ol Experilmntal

~ ^Group oro",

t

,1'. 2.7 2. 5

1.. I. '

2 ~.8 3.3

I.,

2.1

3 3.6. a.e 2.3 r.a

-, '

^{2.8 2.7 1.2}

I.'

'.3 3.0 2.~ 1.3

<2.7 3.2 1.3 2.-t

3. 3 .' 2. 4 1.S 1.0

3.8 a.e 3.0 L5

'.8 '.5 2. '

'2.i

1.8 2.2 1.7 1.0.

3.0 3.' ~l.3 2.2

3.8 3.6' 1.1- 1:7

3.3 2.7 1.7

1.,

2.7 3.3

1.5.

1.3

":'3.0 2. 9 . 1.8 1.5

2.7 a.e 1.5 2.'

3.7 2;7 2.7

1.,

3.' 2.' 2.2 1.5

3.6' 3.' 2. '

I.'

'2.7. a.a 1.~ 2.0,-

3.-1' 3.5 1~S .1.5'

3.2 ,2.4 ·,2 . 0 1.5

3.0 3.0

I.'

^1.7

2. ' 3. 5 "l.6 1.7

e.e 2. '

79.7 73.7 46.3

.,.

,

_'--'--~c ..

The'po1t:-test mea nscor e forIh t e ni riqlIch'ie~ed

by

~e experi~ntalgro upwas ].2, w~ ch

i,'

a gainofthre.e

. . ' .

monthsin a -two~month·.pe~i,?d. The-cont~l 9ro~P'S.mellnwas J.O, whichre fl e cts a gainofone.-ont h duringthetwo-month pe~i~d. The experi fllent a l group9aine~^{IlOr 8•}t.h~n the:cont~l gro up . aowe ver., the t-t e stsco~eof .93wa s

not

foundtobe oignifico n t atIth • ,;, ae ver•

The experimentalgroup'sm~anscore on the re'ading post-testwas1.9

~

^{:a'ga i nof 5rnO'nth s in'a}

t~-month p~riOd

^•

. ' " , . '_f

~he~control.9roup's mean scor e was'1.6: lI.••two-:mcnthg~~n, which wouldoccur normally. There~o~esomethi n.gmust ha v e .be e n .atwor kwith i nthe expe rime nt al group,"dur ingthe'_~WQ­

JaOn t bstudy~ri"ad~'^{somet hing,Which didnotoccur} ~n^the C?ntrol.qrouP. However. the t-testscore ofl.1 4.is.not'a

.aignif icantdiqerenceat the,•OSlevel..

Figures1.1 and 1.2 showasunmaryof the.data obtained. .

Bernoull i,repor t in g'inKerl i nq8r (197,.) says that adiffe r en ce of'three stan da r d devi at i ons crIIOre is si9nif-

' . ' . '

.

icant ~sos1q nif:f c antthatit.amounts to "mclrod·c e r ta ir:at y.:

The importantques tio n Ls,how large a differ ence or how .fa raway fr o mthe hypo~etiC11:mea':1 ofzero

m '7't

adeviado~:.,

be to be si'qnificant?. 'The•OS'le velis1.

.

96sta ru:1ard deviations

~ro'ffl

^{the,mean, and the}

;'01 'lev~i

^'is

2.SB ,sta~da~d

~ de~iatioris

f"ro JII ·e..helIlea.n.

T~ere

^{ar e}

c:o~iJ.cationlf, ~sP~Cial'lY w fth

smal la"mples. Asupleru l e

i •..

2Pt;~dardde'Viation s'

·1 '·

-v.

','f'.

l·~~:..:-. ~_--'-'-. ·

_ _ .. .._ . _ _

.>.

CHAPTER V.

Summa ry "Conclus ions, Recommenaat ions'

couldbe used to devetop speoific lis t e ni nq·'abi liti e s.

Twenty.listenin gskili les'so ns we~e-cons tr uc te d.

They dealt with thcispecificskillsof follo win gdirec tions,

~ ' . ~ ' , '

recalli ngide a sinsequen ce,ide ntifyi ngthemai nidea and expandin gvocab ulary. Thes e'lessons we r e taughtby

~lass~OOfll teac~er'

^as

p~rt ~f

^the

r'egularianguag~

^{'art s}

p~riddduring'th e _mor ning sess io n. ~he'cia'sswas taught o!l as

a

^{whol e rather·thanvi a smal igroup}.,instrl,lcti on.,The f l e s s J n swe r e

taug~t:-

^{in,t h e}

s~~ond '~eme~~er

^{dur ing,'the}

mont hsof Januaryand.February.

The re sults'o f't he differencebetwee n'the·me an _The pur pos e ofthi s1s tua y was to constr uctII

. 1 •

lis tenin g.skillspr~q ramand'to assess:its.eff ec ts onthe} lis ten ingand read i nq sk i ll developmen t ~fgrade' one children . 'It wa;~'fe lt·th a t dire ctedlistening-ex pe ri enc e s

)

^,

,

. ' ,

scores a,ndthe'pre- andpost-testsindicatedthatthe experi~ental

r

;grciup

-

-qa'ip e d lllOre

..

than'thec~ntrol

. .

group'i n both l.iste n i ngan d reading . Str ang ely,'th eymad ea bigger

. . I ' , " .

'gai n in re adi ng- t. ' ha ni'n.li stening, havi ng 9ain 'e<1.

.

_.2in i.ist~ningand .3 in reading. Thesegai ns werenot found to besignificant When,me a suredby a.t:"sta t istic. -It'w~s

:~ fo rtunatetha t a'really.s evere-inflUE: nz a atta cked the.

st~den~.s_ d~r:ing

^{,t,h e}

te~c:hl. .'n9'.,~ . . .

^{.' '. ."ppeerrii oodd ••··..M}

Ma~ I~Y

chdLdre n we ceabaentfr omth'; ,l es so na ari~est.

' .

"lip't~.par"

at,t h a t time.'

Th i s study did showthat~eachinglistening'skil l s ,to'childr:e~'i n grade one can have a beneficial'e f fec t on".

(1) the child's ability to listen,a~d.( 2)'the child's -:

readi~g ~kill deVel0P~ent. .Ch~idr:en

who are having I

',_d~fficUlt~

ⁱⁿ

le~rning

t? " "

*~m

^-ee.

~rofi

^e

gre~tly

^?rom

planned instructionin listening . The time and effo rt; i t

' t~,e,

to deve10ptlf,;. res s c ns

i'\W~ll wort~ "in t~rm,

^-,

I _.

of'the'be nef i t thatt'hose.

'chiidre~

^get.'

Ch i l d r e n do pro.fitfrom'plann'edlillteni!lg,e Xpe ri ence's . Sophisticatedequipmen't'andco~'tlymateri~ls_a~en~tneeded.

TeaChe~Scan developth~i r'own'tes~onsmaking.use,Of libraries and. resourcecent resand even the re g'ul ar Workboo ks,and acti'07ity'books that th e childrenhave as partof the basal

, "I , .

In cl o s i n g. it would eeemne c e s s a ry to emphas Lae a~intheimporta n c e of

. -

,lis tenin g power;. Professor'Mark Neville sai d-Mor e'fa i lu J1ell in'academicandsodal gro wth

'c an

'be

t::["llC~d'toina bi li t y..to,H,ste n thanto'anyothe~

singleaspect o f thc;languag earts." (Wagne r ;'1960j.

Josephin~,Willi ams"'Rea di ng Con su l tan t.for th e',

N ew '

aevee , ConnecticutSchool s ,says: "Lis t e n i n g,b'~ba s isof al l lear ning.,wh e t her,1n'le a rn i ng tor~ad iri'^{first.,gr a deor,}i~

~i s;ening to lecture~

^{in college.,}

' GoOd .liste ~~'ng habi~~

.mus t,b e es tabl i shedea rly

. bY

cons i stent.pr acti ceiii

purpo~efullistening.^w;(loo.cit.).,

.soweak ar e a s.can

be

di a g nos ed -andremediilt~d .

skil l deve.~opmen t,andp:r o f i cien cy in.mathe mat i cs. 6; Stu dy.theeffe cts,ofaformal liste ninglikillsprogram

op slow

learners~nd

^{th e}

c~rresPOndi~q'

^{ef fe c tontheir}

gro up s. re adi~~deve Lopmerrt;,

1.:'Inves t igat e small group,ve ruue la r ge group instructi<m'

.

.

" , . .

in li s t ening",us'1ng,he t e rog ene o usand/orhomoge neo us ',

8. Investigatenhearea oflistE!lling~i:odetermiheseque n ce ,

•simple'word rec d iversus.l1"stening tost ories', and denoting the sequ e nce'ofideaspr es e n t ed in the stor y.

,9. Study the effectsOf·lis t.eninglesso~sondenot ing seque nceand its'cor r ela tion,with re ad i ng, math emat i cs , _/sc ienceand'othe r

curr~~~lpm ~;eas :~;

^{. .}

Itwa s sU9-geste dthat the"presen t inve s t i ga t i ve

!ltUdymi g h t 'qenerat errioreconc lu sive ,e:videncei fth e

i,nvestigat or's', " ,

grade "on~c~a',~s ' (l980~8.l) we ~~

^"

;.st~die~ t~is' y~ar,

^{'a n d-t he,scores}

fro~, lastY~97'9~8" ,

',a·nd,~hi~^{year ' s}expe~ime~,ta~'gr~ups~e~eto^be~t.c~ed^{on a}

comp a d so n basis ;'Thestudy was.cond \lc t e d,withfir st

,' ..' . ',

.

^.' ..

sre eerewho..had,attaine<fsomeskill irireadi n g" They.wer,:,

~wor k i ng~~'t,h~,~rimer'LeV~.1'o f't~e,Bas al,Readi~gSeries,i,n

use.at that time'. , . ,-' ; '/'

Thi~year,:the languag~,artsseri~shJs'been changed

'(.i.~e'. ,

.new copyrigh t

a~d

_.,,ne w'form'at),"and:,'th e

~ppro~~~

^{';e i n g}

" "

u.s.e,d ,i,s'radically'd~ fferent.'Th e r eis'no;""a de,finite ell'lph a si son .the~xperi-entialapp roac han d read'irigforimeaning:

.

' .

At the same tiRle,there~ ,isa marked de-:-empha's'ison the

t~a'c~irig~and

^{dr i liingo,f}

"s~i~~s ~,

^{:,.-'I t}

, i~ '

e"timated'tha t" b y'

.'J anua r y of th i,s'year th e"cl a s s maybe working- at the third

pre':p rim e r'l'evel,wh~chis at least'one level belo w,t h at

',~'tt~ined^by.the fi rst"'qr~derS^{at,the,sameti me"I e st;yen.}

AS,'afurtherdeter r en t,the'co mpositio n of't his year's_. class is' muc h

d1ff~r~nt

:

:, ~ne aunga

'

rdan ~iid

^knowin-q, '"

no English at thebeqi nn inqof the,year,'one,de'af.ch ild;

three rep e a t ers,'a nd on ech ildwi t hleukemia.

Given

..

thesefactor~,.that'i s ,an entire ly dif f erent program,'as wellas"a.olassmake upmarked lydisSimilar"froin

I" . . " ~.

lastiye~r!s,i t wouldappea rimpossibletoreplida~ethe

"

. . . Fiyn~~a~i~;i~~d~~~e~a~~d~~~~~ Ab~~~~i;~O~~h~hi~~t~~:~e

Ch i ld re n" .·Journa lof Speech andHe ar ingResearch, 13,

pp.'7JL-7 41, 1970., ' ,.. , . .

Ayer s, craoeA. ,MImprov ing',Or a lConununi c at iofl'", El e menta r yEng l ish , 48,7., 800-6 ;.scveece r:1971.

Bail~Y. :

G.

, ' ''The ~s~

'of

Libr~'ry

Res ourcePr ogramfo r Improvemen t ofLan guage, Abi lities of Disadva ntaged.

Fixst-Grade,.Pupils of an Ur b al'l'Co nununity M. (Doctoral' e"

.Di ss e rt ation,Bo s t on.,Col l ege , 1970} .,. .

"Be rge r,r£51ieL. "ALi steningprogx am'forPrimarya,nd

"' El ementaxy Gr a d es·.,_(Unpublishea.Master's Thes is.

Memor ial'University of Newfo undl a nd, 1978.) Brown, Kenneth L. "sreecnand Listen ing"in the LanlJuage

ArtsTe x t Books. Pa r t 1". ,Elementary'English, (April. 19 67: 336-341).

Ch as e ..',Cher y l.'Lea r ni ng with Puppets: Activity' Ideas for Gra des1-4·.,NorthernCo1o r aclo EducatlonalBOard of Coopera t,1.ve'Servicea ,'Boul d e r ,19 7 4 .

cnsse,

Cher ylM; Lis t ening'Ski lls : Act ivity Ide a s for . Gr a des 1,Zand 3.'.~orthernColoradoEducatl.onal Bo ard

o,f Cooperative seevt.ce e,"Boul der"19.74• ..Devin~, T. "LhteTi.ingiiiLilnguage Artsa~dFineArtsM•

.- ..Reviewof Educational'neeeercn,19 67,!i.156-:).58 .

DUker'. S. 'T e a cbi n 9 'Li s t en'i nq in'the ElementarySchool'.

Metuchen, NewJe r s ey: Scarecrow Press•.Inc., i~11.

Du rrel l,DonaldD.'andMa r yT. Hayes. DurrellListenin g- Reading Series. New York: HarcourtBraceJovanovIch , Inc . ,19 7 0 .

.Elemen tary LangUag e Arts CurricululnOutline. Il~waiiState

Departmentof Educat10n,Honolulu,December19 67, p.'31.

Elin,

'~~de~~ck

^J. ,"Li s t e n i ng :

Neglected ~nd ~orgotten

in the Classroom". Elemen ta ry Englis h, 49, 2,230-2, Feb r uary 1972.

r.

. i

.'

.

^.

Gold, y'vonne•."The'Importa nce ' ofTe achin g-Listening'Skflls ~,. . ReadingImprovement.10 ,.3,14.-16,>-19?3 . ' .

Groff; What's~ewin'Lan 9 Uage"At'ts? ~ralLanqUa~'e

American

AssOClat~onof Elementarr' Klnde rg arten.and Nursery'- , Educato~s/ ~'as.hinqton ,D.C.,1974. _

; _ < .

HoHingswor th, P. M. "Tea c hingListehiJ;'lg' in t:he EJ.ementary . Sc h ool.". Education• .Novembe r, 1968,

!2.;

'10 3-10 4 . Holt,"Jane tataL O r a'lLanguageSki l ls; Key1'0 Developinq

ReadingCompr e h e ns l.o n .' Paperpr esen te d atIRA ReadIng -.

'As s oc1at J.o n(21~tAnaheim,.Calif orni a, May 1976l.

Kel io g§,,R.E,; Hj,,'Studyof.theEffe c t,of-a'Fi r st Grade List.aningInstructionalProgram upon AC1"!ievemeIJt in Liste ni ngll.nd Reading".,USOE Coope r a t i ve ne s-ear ch Project 6-B46 8. San Diego, Cali fo r ni a : .Department of. Educatio n, SanDi e goCou nt y, 1966;JEricDocurnen t-,

01223 2). ' " '. " •.

j

,~,

Kerlingcr,

' Fr~d

^{N. '}-Foun d at ion sof Behavidril'Resear ch.

N~W"

'!!"ork:.·-Holt,Rinehart-and Wlnston;,Inc..,'1973.,.,·.

K.ranyik ,MargeryA.'.Te:a c h i ng tcListenand Lis ten'in;to, Teach.' ~aperpresented at theAnnual Meetlngof the' Na"tIOnal Conferenceon th eLangua geArt s in"the' - El e ment a rySch oo l ,Bo s ton ,1975. . .," .J.

. . ~

r.eecne, RoberJ:Lee S. "The Effects ofPassive Listeni'ng and Di rectTr a in ing in Listeningupon the Reading:and Li s t en ' S~illsof'aGro u pof BlackFourth Graders".

(Doctora Dissertation,Syracuse'Univers ity. 1974 . ) ,

. . " - ' .... - ,I

Loba~;bwal~ ~ili~~~~7an&~:I~~~f ~~::~~~a~r . ;~~~h ~r;h~ldr~n·,i.

gUsh',:1963. ' . '~.,

! "

Lundsteen, S. Li s te ni n9 'l: ItsImpa c t on Readlnq and the I ot her Laniu a q e Arts. Urbana,:rlllno~s; Na t J..rnai ) ' Councli 0 Teachersof En glish. 1971. •

' .

.

Myers, R.E. "RedJ.scoverln g LJ.st e nl.ng. It's Basi~'a"ild I t's I~;~ ~}'5.TheClear~nghouse,^53,DeCe~979, ^{No.4, •} Nichols, .G. &LeonardStevens. AreYo u Ll.stenl.ng? New

York: McGraw-Hl.11Book Company,_In c .,1957 -Nichol s, Ral ph &0'!homa sR. Lewis ; Listening and Sp ea Jdn9.

OubUZue,Io wa :'Wi llI am C.Brown,,:,Co., 19 54.

Pla ttor,EmmaE.,Co mmunic a.ti onSkilis'.i;Li s t eni nq'and

. " ,' ~:g~~~.co~~i~ ~~e~~~~~t~~n~~io~:i~~df~~ ~~:~~~~ ~io'n.

January27,1969. .. .

.' I " . "

.",Pla t t or'"EI'rma'E:.Listeni nq: AnInstruct i onal Imperative;".

. ' paperp.resented at the,Counc~lof.Te ache r sof En i(J.sh, ,cal g a ry , Alberta'1 August1968; .:,

R~sentrator,;BettyJ. ,"Li s te~i1?-ga Thre'e'StXiandYarn".

£lementll.ry English,51,

z.

262-64, 29, FebruaryJfl7;4.

Sm!:th:

:Cha~lene W,i" ,Th~

^Lis'teninq

~c~i'Vity BOOk~~

BelllOnt,·,'.

California: Feron,p.UhI l.she r s "rnc • "1975. . ..

smi ,til',E.,Brooks ,Ke~neth^{S.'Goodman,'andRober t}Mer~dith;

i~~j{~ag~i~~ '~~~g~~i, ;~d~~n:~~~~ni;;a ~ SchO~l .

^,New

TaYI~r',

St.!ln:ford

E .:'

Liste'"!n;:"What Research

~aYs

^to'the

. Teac her,,#29 , Amer lcanEducatl.onal.'.aeeee e-cn xeeccrae rcn.

_\li'aS~1ngton . ~'C '"April.1964.

Tri. vette·;,Sue

E :,·

~Theaeeeceof Traini nginList~ningfor' Specific Pu rpo s e s ", Jo ur nal of EdCilltionalRe'se ll VS4 , 19 61,~'276-2 77.

Tutolo ,:D.J . ",A'Cogn1 tive Appr o a ch to teachi ngListe;ni Language'Ar ts ;1977, ~(l l . 262- 26 5.

Wilt ,Miri'am_•"Child r e n' s Expe r ie nces InLi s te ni ng".

Chi l. d re nand the Lanqu'ag e'Art s .,·Ed.byVir gi l Eo' Herr .lckan dLela n dB.'J a CQbs.·Engle~ooaCliffs ,New Je,rse:t:. Pren ti ce Hal l ,Inc."19?5. .

Wil t ,M~rion

E.

"A'St~dyof'1'e"'~herAwarene ss'o fListening , as aFact orin.E l ementa ty·Eaucati o n".,Jou r nal of

Educ a tional Research ; 4l,IApril197 Q)",~

. f . . . ... • · .

.

~

'.In'troductor'iLesson. /.

Ba~ic

^Goal's':-

T~ ai,d,~r~~ ,~h:Vdr~n.-in. deVel~~>ing

^{th e}

~~i;itY

c.to-in t erpret and unde~s tandoral directi ons . '1'0

~ec~9'nize

^{th e}

impor~~n:ce.,~f·::listening

properly. "I •

. ' .

.

Spec"ifi:~.o:bjei::ti"ve"~.-.Tofollowslmpl?dire i:::tionsstve»

I " .. . .•orall~•..To'rk~,UpRrUl~S ~ ~or900d'l.i,sten,ing-.:

Gi v e briefint r o du c t io n,'.,e .g.,."TOdaychi l d re n we are.going,. t()

~.e9'i.n: ~Play

^somegames "

~~~t,

^I

~ope .~ili

show yo u ,Jhat"':~..donot all.~istenas well aavweshould; so~~'peopl e erere a lly good listener s ,othersar e not.

differen't thingswhenthey listen

to

^aepeekec;

Fi r st

' h~ve

^two

~hilJ~en

^{leave'the'room .}

'T~ll

I. 'I

the,Cb.i~?ren·to Lds.t.en~a,ref~I IY.because

someon e~l.seh~stotel lth~.story. Th e n tell

..

'romalway.s liket~,.stop andlo o k at the pet shop:'

._ ..-2.:. _ ' _: __

~',_,:_,

'_ _ :_ - , ^{- )}

"

. ... ..

Standon onefoot., Playthe'9~, -00 WhatI Say- •. ..

, './

TeaCher lIay s-.Touch the floor.

f '

It

is

reconune~ded.tha t·youcorzece theIleftworkpages ilMlediatel~'upo n~mplet1on sothatC:hildr~n'willknow ho w, theyare pro gc e s sing.

COlleotthese a twork,'p agesan dreCordthescore s':, Th e chil dre nshould,la ydow~thei r,p~n.cilsupo n '.,'.. :OOInP;etion'of ea c hrow, and'pick'th em upaft er youhav e'.

~.^{fin ished}sfl!a~ing.r.. ^,I

PutyOIUha nd onyourhea~.

TGuch yourn~:)lJean d your foot ~:.

Lo';k sa dandpu't yourhandsbehindyourback.' Disc uss.withchildre ntheir re a ct i o nstothe se·direc·tion~ . Give.outapdeceofpa pe r'" .rei r.ch ild ren to;'lis ten CArefu lly.' I'~^{goi rigto askyouto draw}'s ome things . Do,no t start~~^. .d~awun,til Ihav e,finishedspeak~~g•.',A ~t eryou havefinished y6uwillha veto tell me,inthe'r igh t,r d er,the thingsthat

Makerule s

All~ ti~ r r ^d~aw~ng.

Check IIhe8u .·

,Have thechlldr~n'r,epeat \thedirecti ons:'

.forgoo d-listene rJ-. ' . Ihave said•

Notes fo'r the Tea ch er:

1 (

'j .

;-

,0'

- Give,di rectio n s'onlyonce.

Today~e ~iil pl~~some'g~9lls i.ng_t hes e sh;ets Notes,totheTeacher :-:

- Revi~Wthed~rections daily.

-',Emp!la s ize that. theac t j,vi t i e s-are't o helpthem

• d'

be c ome bet te r listene rs• .

wi thth.e ·row s ofpictur~sonthem.' (Re....iew'withthe chil d ren'theconcep t-of'ov er, und~'~,'andaround.) We "!'re doingthisto helpycucbecoaebet1;-erlist~neig^{...You ar e'} Lesson NO.2', PE'

i ,

I<2

Basic'Go a l'':"Totryandhelp the'childrentobe comebetter listeners.

S~'~ificObj.ectives -To.t e a c h thechildren

the

importance

of·'~isten.i,ngbyhaVi~g,^themfollowOral .

directi,ons., suc h a,splaci~9amark . neat _, above,"or,under a given picture.

.to lis t e n'car~ful'lYtomy directions . ThEin'wh~n

-

I'ha ve ----~

1

Ea~h

reeecnshouldbeof.apprOXimate.l;twepty minutesduration,and-aitercomplet ionof tIi:eseatw'o'~k

.pages. anY\.remainingtime cou ldbe used byra'adinga

selectionfrom,theDolchFirs t Read ingBooks'or th eDolc h ,

Ple a s u r e Books. Te llth eChil~7en-they aeeto listen careful lyand "make the.ptccuree intheir-mi nds,~and be ready toanswer cuesef onsabciut the sto ry.' Any newor unusuaj words.,enc ounte redcou'Id

'~e discussedaf.t~r;

^the,

que sti on s haye been answered .

a:

2. Draw~~ircle,afoun,dthe PIN.

3. Row·,NO.3. Put a lineove r

the

DOG.

~enyou ar esureeve ryo n e-knowswhat to'do,begi n•. Allow 5-seco n d s'f~r^thechild~en'to res pon d to.each·i t e m.

'1. Loo.kat.Row.No. 1. P,u t aiine'~tlderthepi c tu r eof

.~

r

, " , '

10. RowNo.10. Put anX·ontheBALLOON, the SUN.

'-4. RowNo.4•.Put.acirc learo und the:BUS.

5.j.:Sow'.NO.5:" put'an X·.on't h e.aox ,

i ..

Row'No.6. Put a l~neunde r.th e COW.

7. Row·No. 7. Put acirclearoundthe·BAT.

8. RowNo . 8 . Put an x on theMAN.

9. RowNo.9. Put a li ne over the ROOF.

,

i . . . .' . '

finishedspeaking,.you are to mar kone pictur ei?,'th e,row:

I~illgiveea ch'directio n,on~y,..onc~ . ,, Are,yoJ.readY?.Letts begin.

PU~ ~) fi~ger

^{'a t the top'ofthepage,onthebig}

·ball. Lookat'th e four picturesin therow.

a

Say'th enames of

t~ll'e ""pi"t~res

^{withme- nut ,,leg ,net,'hine. Now'}

:': . -\.I , :;

liste:n. p~.tan,Xon the pictur ec:'fthe Nj::T. Wait5

I.' ~'- ':":