Improving Reading through Training to Listen

Abstract

This study was designed to assess the effect of training in listening on reading by 60 children who were assigned randomly to structured, passive, and control groups. The structured group was given lessons from the SRA Listening Skills Program. The Passive Listening Group listened to stories read by the teacher. Analysis showed that the listening activities, whether structured or passive, improved scores on reading. It is recommended that a certain part of the school day be set aside for providing instruction in listening skills.