Date of Award

8-1979

Degree Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Education and Human Development

First Advisor

Dr. Frances Moroney Whited

Abstract

Thin study investigated the effects of listening instruction as a method of improving listening comprehension skills of first grade students.

It also examined the relationship between student's listening comprehension and reading comprehension, viewing the differences between these areas when students were grouped by sex.

The subjects consisted of 16 first grade students, 7 fema1es and 9 males. To determine the listening comprehension level of each student, the Analytical Reading Inventory Form A was administered. The students then received listening instruction in both general and critical listening skills for a period of eight months. Following the instructional period, Form C of the Analytical Reading Inventory was given to determine growth in listening comprehension. Reading comprehension scores were obtained from the Stanford Achievement Test.

A correlated t-test was used to determine the significant differences in the listening comprehension scores. Scores from the postlistening comprehension test and the reading comprehension test were analyzed to determine correlation coefficients. Data indicated that listening instruction did significantly improve listening comprehension scores. No significant relationship was found between the postlistening comprehension scores and the reading comprehension scores. There were no significant differences reported between the sexes in listening or reading comprehension. The findings suggest that listening instruction does significantly help to increase listening comprehension.

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