300 subjects in Grades 4, 5, and 6 were randomly blocked into three conditions (reading only, listening only, or reading and listening) according to reading level (above average, average, and below average). The subjects were presented a 1500-word social studies passage and required to answer 25 multiple-choice questions concerning that passage. A 3 (grade) by 3 (reading level) by 3 (exposure condition) analysis of variance showed better performance by above average readers, poorest by those below average. Reading and listening and reading only gave higher scores.
Get full access to this article
View all access options for this article.
References
1.
Allyn & Bacon. (1976) The Bedouin: An ancient way of life. In Lands of the Middle East. Boston, MA: Allyn & Bacon. Pp. 83–95.
2.
ChomskyC. (1978) When you still can't read in third grade. After decoding, what? In SamuelJ. S., (Ed.), What research has to say about reading instruction. Newark, DE: International Reading Association. Pp. 13–30.
3.
DanksJ. H. (1980) Comprehension in listening and reading: Same or different? The study also suggests that effects obtained with different types of reading materials need further exploration. In DanksJ. H.PezdakK. (Eds.), Reading and understanding. Newark, DE: International Reading Association. Pp. 1–39.
4.
DukerS. (1965) Listening and reading. Elementary School Journal, 65, 321–329.
5.
GrecoP.BaconP. (1972) In older times. In The story of Latin America. Menlo Park, CA: Addison-Wesley. Pp. 43–58.
6.
GuthrieJ. T.TylerS. J. (1976) Psycholinguistic processing in reading and listening among good and poor readers. Journal of Reading Behavior, 8, 415–426.
7.
KintschW.KozminskyE. (1977) Summarizing stories after reading and listening. Journal of Educational Psychology, 69, 491–499.
8.
MattinglyI. G. (1972) Reading, the linguistic process, and linguistic awareness. In KavanaghJ.MattinglyI. (Eds.), Language by ear and by eye. Cambridge, MA: MIT Press. Pp. 133–147.
9.
NevilleM. (1968) Effects of oral and echoic responses in beginning reading. Journal of Educational Psychology, 59, 362–369.
10.
NevilleM.PughA. K. (1975) An exploratory study of the application of time-compressed and time-expanded speech in the development of the English reading proficiency of foreign students. English Language Teaching Journal, 29, 320–329.
11.
PearsonD. P.FieldingL. (1983) Research update: Listening comprehension. Language Arts, 59, 617–629.
12.
PhilipsE.BaconP. (1972) Living in the polar regions. In Regions around the world. Menlo Park, CA: Addison-Wesley. Pp. 83–93.
13.
ShennumW. E.AikenE. G.ThomasG. S. (1975) Uses of time-compressed speech in a reading remediation program: Some exploratory tests. (Report No. Cs 002 340) San Diego, CA, Navy Personnel Research and Development Center. (ERIC Document Reproduction Service No. ED 116 176).
14.
SmileyS. S.OakleyD. D.WorthenD.CampioneJ. C.BrownA. L. (1977) Recall of thematically relevant material by adolescent good and poor readers as a function of written versus oral presentation. Journal of Educational Psychology, 69, 381–387.
15.
StichtT. G.BeckL. J.HankeR. N.KleimanG. M.JamesJ. H. (1974) Auding and reading: A developmental model. Alexandria, VA: Human Resources Research Organization.
16.
Van der LeijA. (1981) Remediation of reading-disabled children by presenting text simultaneously to eye and ear. Bulletin of the Orton Society, 31, 229–243.
17.
WilkinsonA. C. (1980) Children's understanding in reading and listening. Journal of Educational Psychology, 72, 561–574.
18.
WinerB. J. (1971) Statistical principles in experimental design. (2nd ed.) New York: McGraw-Hill.
19.
WisemanD. E.Hart-WellL. R.HannafinM. J. (1980) Exploring the reading and listening skills of secondary mildly handicapped students. Learning Disability Quarterly, 3, 56–61.
