The relationship between listening comprehension and reading comprehension was investigated. Written and oral comprehension tasks were presented to two groups of readers, matched for IQ and chronological age but differing in their reading ability. The skilled-reader group consistently performed better than poor readers in both reading and listening tasks. The results suggest that reading comprehension and listening comprehension are dependent on the same general language processing skills and that poor readers are also poor listeners. Implications for these findings for teaching the reading disabled child are suggested.
Get full access to this article
View all access options for this article.
References
1.
Bormuth, J.R.: An operational definition of comprehension instruction. In K.S. Goodman, J.T. Fleming (Eds.): Psycholinguistics and the Teaching of Reading. Newark, Del.: International Reading Association, 1969.
2.
Kintsch, W.: The Representation of Meaning in Memory. Hillsdale, N.J.: Lawrence Erlbaum Associates, 1974.
3.
Oaken, R., Wiener, M., Cromer, W.: Identification, organization, and reading comprehension for good and poor readers. Journal of Educational Psychology, 1971, 62, 1, 71–78.
4.
Perfetti, C.A., Hogaboam, T.: The relationship between single word decoding and reading comprehension skill. Journal of Educational Psychology, 1975, 67, 461–469.
5.
Shankweiler, D., Liberman, I.Y.: Misreading: A search for uses. In J.G. Kavanagh, I.G. Mattingly (Eds.): Language by Eye and by Ear: The Relationships between Speech and Reading. Cambridge, Mass.: The M.I.T. Press, 1972.
6.
Wiener, M., Cromer, W.: Reading and reading difficulty: A conceptual analysis. Harvard Educational Review, 1967, 37, 620–643.
