Relevant bibliographies by topics / Listening and reading

Academic literature on the topic 'Listening and reading'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2023

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Journal articles on the topic "Listening and reading"

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Tangkakarn, Boonyarit, and Chanika Gampper. "The Effects of Reading-While-Listening and Listening-Before-Reading-While-Listening on Listening and Vocabulary." International Journal of Instruction 13, no. 3 (July 1, 2020): 789–804. http://dx.doi.org/10.29333/iji.2020.13353a.

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Keskin, H. Kagan, Gökhan Arı, and Muhammet Baştuğ. "Role of Prosodic Reading in Listening Comprehension." International Journal of Education and Literacy Studies 7, no. 1 (January 31, 2019): 59. http://dx.doi.org/10.7575/aiac.ijels.v.7n.1p.59.

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This study aims to determine how listening comprehension levels of students are affected by listening to prosodic and non-prosodic readings vocalized by a computer and human. Third-grade students of four different classes at a primary school were randomly selected in a city center in the Western Black Sea Region of Turkey to participate in the study (n=91). Four equivalent classes formed the listening groups of the research in listening comprehension. The groups were (1) the group listening to the model prosodic reading, (2) the group listening to the computer prosodic reading, (3) the group listening to the model non-prosodic reading, and (4) the group listening to the computer non-prosodic reading. Two stories were used in the measurement of listening comprehension, and comprehension skills were measured with open-ended questions. The data obtained were analyzed with the Kruskal Wallis and Conover–Iman tests. Logistic Regression Analysis (LRA) was performed to reinforce the results and increase distinctiveness. According to the results, inferential comprehension scores of the students who listened to the prosodically-vocalized texts differed from other groups significantly. Meanwhile, literal comprehension scores of all students in the listening groups did not differ. The LRA results indicated that the inferential comprehension scores were a significant predictor of the listening groups. Consequently, the relationship between prosody and inferential comprehension was found to be significant in this study. The results also showed that it is necessary to attach particular importance to prosody in listening activities and to use prosodic models suitable for students in reading activities in the early grades of the primary school.
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Safitri, Mega, Anik Nunuk Wulyani, and Suharyadi Suharyadi. "The correlation between students' reading and listening score in a standardized test of TOEFL." Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika 5, no. 2 (July 30, 2021): 127–38. http://dx.doi.org/10.36312/esaintika.v5i2.472.

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This study aimed at analyzing the correlation between reading and listening in TOEFL ITP test and how much reading predicts listening. It involved 50,684 reading and listening scores in 2015-2019 test periods of undergraduate students in one of the state universities in Malang. The data were collected by using standardized TOEFL ITP issued by ETS. Using Pearson Correlation Product Moment and linear regression analysis, the result demonstrated reading and listening had significant, linear, and strong correlation (.682), and reading significantly predicted 46.5% variance of listening. The results lead to the hypothesis that two language input skills, reading and listening significantly correlated and predicted one another. The result also suggested that correlation language skills not only occurred among reading and writing and listening and speaking, but also it happened in reading and listening. Moreover, the results suggested the combination of reading and listening activities in classroom activities.
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Miao, Haiyan. "Effects of Reading-Listening Integrated Dictation on Chinese EFL Students’ Listening Performance." Chinese Journal of Applied Linguistics 44, no. 3 (September 1, 2021): 417–29. http://dx.doi.org/10.1515/cjal-2021-0026.

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Abstract This study examines the effects of reading-listening integrated dictation on Chinese college-level English as a foreign language (EFL) learners’ listening. Different from previous research that explored reading while listening for listening development, this study combined the two skills in dictation in which listening was a continuation of reading. Participants were two groups of first-year Chinese EFL learners who were exposed to the target language under two conditions: the traditional dictation (i. e., listening-only) and the reading-listening integrated dictation in a counterbalanced order. Three datasets were collected: listening performance, perception questionnaires and follow-up interviews. Results indicated that the reading-listening integrated dictation was superior in terms of learning gains from listening and that their effect was commensurate with dictation text difficulty. The findings also showed that the reading-listening integrated dictation could enhance EFL students’ confidence and interest and make the use of strategies possible during listening.
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Miao, Haiyan. "Effects of Reading-Listening Integrated Dictation on Chinese EFL Students’ Listening Performance." Chinese Journal of Applied Linguistics 44, no. 3 (September 1, 2021): 417–29. http://dx.doi.org/10.1515/cjal-2021-0026.

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Abstract This study examines the effects of reading-listening integrated dictation on Chinese college-level English as a foreign language (EFL) learners’ listening. Different from previous research that explored reading while listening for listening development, this study combined the two skills in dictation in which listening was a continuation of reading. Participants were two groups of first-year Chinese EFL learners who were exposed to the target language under two conditions: the traditional dictation (i. e., listening-only) and the reading-listening integrated dictation in a counterbalanced order. Three datasets were collected: listening performance, perception questionnaires and follow-up interviews. Results indicated that the reading-listening integrated dictation was superior in terms of learning gains from listening and that their effect was commensurate with dictation text difficulty. The findings also showed that the reading-listening integrated dictation could enhance EFL students’ confidence and interest and make the use of strategies possible during listening.
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Hamdah, Fithrotul, Sutarjo Sutarjo, and Lilis Karyawati. "Implementasi Metode Tilawati dalam Membaca Al-Qur’an di MTs Al-Ianah Klari Karawang." ISLAMIKA 4, no. 4 (October 1, 2022): 595–608. http://dx.doi.org/10.36088/islamika.v4i4.2066.

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This study aims to describe and explain the application of the tilawati method in learning the Qur'an at MTs Al-Ianah Klari, Karawang Regency which describes that the method taught to read the Qur'an becomes easier and looks fun with the application of the tilawati method. in the Qur'an. The learning carried out at MTs Al-Ianah Klari Karawang is always based on the pesantren curriculum, so the author uses the title of this research so that it can be applied especially in the world of education. Basically the author uses the method in research using a qualitative descriptive type of research that combines the opinions of experts with actions that occur in the field which are carried out by observing schools and using other supporting data which includes the title above. The findings that can be found in the field are that MTs Al-Ianah Klari Karawang always applies the tilawati method in learning the Qur'an by using two approach techniques, namely classical demonstrations and listening reading techniques both in groups and individually. The tilawati learning method is carried out through 4 classical techniques, namely classical technique 1 (teacher reading students listening), classical technique 2 (teacher reading students imitating), classical technique 3 (teacher and students reading together), and listening reading technique (one of which is reading people. others listen). While the results obtained from research at MTs Al-Ianah Klari Karawang can be obtained that the activities carried out always prioritize aspects of discipline when taking Tilawati lessons on time, sitting discipline following circular tilawati rules like the letter U, discipline reading the Koran with the rhythm of the song tilawati rost, the discipline of following the teacher's reading while pointing at the readings displayed on the tilawati display, and the discipline of listening and listening to other friends' readings in turn.
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Vaughn, Sharon, Greg Roberts, Philip Capin, Jeremy Miciak, Eunsoo Cho, and Jack M. Fletcher. "How Initial Word Reading and Language Skills Affect Reading Comprehension Outcomes for Students With Reading Difficulties." Exceptional Children 85, no. 2 (October 8, 2018): 180–96. http://dx.doi.org/10.1177/0014402918782618.

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This study examined how differences in listening comprehension and word reading at the beginning of the school year influence changes in reading comprehension for English learners (ELs) with significant reading difficulties compared to non-ELs with significant reading difficulties. The study investigated heterogeneity in response to instruction among 400 struggling readers in fourth grade ( n = 183 for non-EL; n = 217 for EL) who received an intensive reading intervention. At pretest, word reading, listening comprehension, and reading comprehension were measured, and at posttest, reading comprehension was measured again. Results from moderated multiple regression analyses showed a significant three-way interaction such that reading comprehension at posttest was higher for ELs than non-ELs with similar levels of low word reading but relatively higher levels of listening comprehension. However, non-ELs outperformed ELs with similar levels of relatively high word reading and average to high listening comprehension. The findings suggest that pre-intervention skill profiles may need to be interpreted differently for ELs and non-ELs with significant reading difficulties in relation to language and literacy outcomes.
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J. Aarnoutse, Cor A., Kees P. van den Bos, and Saskia Brand-Gruwel. "Effects of Listening Comprehension Training on Listening and Reading." Journal of Special Education 32, no. 2 (July 1998): 115–26. http://dx.doi.org/10.1177/002246699803200206.

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Rosenboom, David. "Active Imaginative Reading . . . and Listening." Leonardo Music Journal 30 (December 2020): 1–2. http://dx.doi.org/10.1162/lmj_a_01085.

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Null, Linda, Suellen Alfred, and Frank McCourt. "Personal Reading: Are You Listening?" English Journal 96, no. 4 (March 1, 2007): 115. http://dx.doi.org/10.2307/30047181.

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Dissertations / Theses on the topic "Listening and reading"

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Lo, Karen Aili Liu. "Reading and listening enrichment for ESL students." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/165.

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Wolforth, Joan Barbara. "Reading and listening comprehension in university students with and without reading disability." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0002/NQ41082.pdf.

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Robinson, Teresa Lynn Davis. "Reading aloud: Shaping reading attitudes." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/715.

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Draper, Anne Marie. "Listening and read-aloud strategies for primary age students." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/678.

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Infante, Marta D. "Social background and reading disabilities : variability in decoding, reading comprehension, and listening comprehensive skills /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3012981.

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Smith, Latisha. "The Effectiveness of Listening Previewing on Oral Reading Performance." TopSCHOLAR®, 2002. http://digitalcommons.wku.edu/theses/636.

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To successfully function in today's society, a skill that is arguably necessary is that of reading. Educators are constantly in search of effective reading interventions to use with students. This study examined the effects of listening previewing on the oral reading fluency of third grade students from regular education classrooms. Twelve participants were assigned to one of two groups: Experimental Group or Control Group. Results indicated that the listening previewing procedure was superior to reading practice only when the progress monitoring data was collected on previewed probes. The findings imply that improvements in oral reading fluency due to the listening previewing procedure may not generalize to new materials. Implications for future research are further discussed.
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Bartelo, Dennise Maslakowski. "The linkages across listening, speaking, reading, drawing and writing." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/74753.

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This investigation examined the linkages between and across the language processes of listening, speaking, reading, drawing and writing as well as the meanings displayed within and across these modes in children’s response to story. Eight first grade children whose reading levels represented a range of low to above-average ability participated in four individual storyreading sessions for a total of 32 sessions. Each session was twenty-to-thirty minutes in length and took place during the class's reading/writing period. Drawing/writing samples, field notes, and videotapes and audiotapes were collected over a six week period. The drawing/writing composing sequence was recorded for each story and flow charts were made depicting each child's pattern of movement between and across language processes. The flow charts were used to examine the language process usage and linkage patterns evident in the movement between and across modes. The kinds of meanings examined included response to conference questions, functions of language displayed during the drawing/writing, and the coherence and specificity present in the story retellings and picture stories. The results of the study indicated that no one particular language process was chosen exclusively to convey meaning in response to story. Some linkage patterns, described as simultaneous or sequential, did occur more frequently than others. The simultaneous linkage pattern of talking/listening and drawing/picture reading was a common pattern displayed by both the high and low ability groups. An analysis of the response to conference questions revealed some awareness by the children of their drawing/writing composing strategies. Another aspect of process knowledge, concept of story, was seen in the analysis of the initial image drawn or written by each child. The functions of language displayed during the drawing/writing composing process were identified as informational, procedural, and format-regulatory. The concept knowledge, examined in terms of coherence and specificity, was characteristic of the categories described as skeletal and interpretational for both groups' story retellings and picture stories. This study suggested that children differ in the way they use the language processes to display meaning in response to story. Parallels were drawn in examining children's thinking processes across the modes. This study supports the notion that recognition and understanding of the various ways children communicate meaning can help educators in their roles as facilitators of language learning.
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Walldén, Oscar, and Vendela Grahm. "The Effectiveness of Reading and Listening to Children’s Literature on English L2 Reading Comprehension." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34520.

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This study investigates the effectiveness of children’s literature on English reading comprehension in an L2 classroom context. Children’s literature has a major part in teaching L1 in Swedish primary schools, and although it is a trustworthy method in developing reading comprehension skills, it is not used to any great extent in the English education. Thus, the aim of this study is to examine to what extent reading comprehension is fostered by using children’s literature from a second language perspective. Previous experimental research has, however, shown positive results on children’s literature as a means for teaching L2 reading comprehension. In this research synthesis, we will critically analyse, compare and discuss published research based on empirical data to provide and present the reign believes in children’s literature on L2 reading comprehension enhancement. Based on the findings presented in this paper there is a correspondence between the usage of children's literature and positive results in L2 reading comprehension development. However, solely reading children’s literature might not be the most efficient method in enhancing L2 reading comprehension. Based on the findings presented in this study listening to the text whilst reading can to a greater extent improve on listening comprehension results, which can be connected to the theory of Dual Coding (Paivio, 1986). Furthermore, no research on this area has been done in a Swedish context, which indicates that further research needs to be done in order for the results to be more applicable to our future profession.
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Valentini, Alessandra. "How do reading and listening to stories facilitate vocabulary acquisition?" Thesis, University of Reading, 2017. http://centaur.reading.ac.uk/78131/.

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Reading and listening to stories foster vocabulary development (Elley, 1989; Nagy, Anderson, & Herman, 1987; Wilkinson & Houston-Price, 2013). Studies of single word learning in literate children suggest that new words are more likely to be learnt when both their oral and written forms are provided, compared to when only one form is given (Ricketts, Bishop, & Nation, 2009). This thesis explores children’s learning of phonological, orthographic and semantic information about words encountered in a story context, comparing performance in different story presentation modalities. Specifically, Year 4 children were exposed to new words embedded within stories in three possible conditions: listening (Studies 1 & 2), reading (Studies 2 & 3), and simultaneous listening and reading (‘combined condition’ - Studies 1, 2 & 3). Children learnt the orthographic forms of the words only when exposed to them (reading & combined conditions), but showed reliable semantic and phonological learning in all conditions. Children showed similar phonological learning in all conditions, demonstrating that phonology is automatically generated from orthography. In contrast, some measures revealed better semantic learning in the combined condition, showing both phonological and orthographic facilitation effects. In the third study we explored the nature of the advantage of the combined condition for semantic learning, examining children’s eye-movements to compare their allocation of attention to the text in the combined and the reading conditions. In the combined condition children spent less time reading the new words, as well as learning more new word meanings, compared to the reading condition. This suggests that presenting words in two modalities simultaneously confers a learning advantage by freeing attentional resources. In conclusion, Year 4 children learn word meanings better when able to listen to stories while reading them. The advantage of the dual modality of presentation may partly be due to this condition freeing attentional resources.
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Schenker, Victoria Jewell. "Overlapping Genetic and Child-Specific Nonshared Environmental Influences on Listening Comprehension, Reading Motivation, and Reading Comprehension." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1447682484.

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Books on the topic "Listening and reading"

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Listening to reading. Albany: State University of New York Press, 2000.

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Guided listening. Markham, Ont: Pembroke Publishers, 2007.

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Jack, Yashinsky, ed. French: Listening, speaking, reading, writing. Toronto: McGraw-Hill Ryerson, 1987.

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Johnson, Paul F. Spotlight on reading & listening comprehension. East Moline, IL: LinguiSystems, 2007.

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Despina, Scoulos, ed. Real to reel: Reading and listening. Rowley, Mass: Newbury House Publishers, 1986.

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Gilogley, A. C. German practice tests: Reading, listening, speaking, writing. Glasgow: Blackie, 1991.

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Jon, Cruz, and Lewis Justin 1958-, eds. Viewing, reading, listening: Audiences and cultural reception. Boulder: Westview Press, 1994.

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Jiawen, Zheng, ed. Tu po shang yong Ying wen: Reading & listening. Taibei Shi: Ji tian wen hua shi ye gu fen you xian gong si, 2008.

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Bhogal, Darshan Singh. Panjabi: Four language skills, listening, reading, speaking, writing. Birmingham: Pritam Books, 1988.

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Reid, Stephen Breck. Listening in: A multicultural reading of the Psalms. Nashville: Abingdon Press, 1997.

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Book chapters on the topic "Listening and reading"

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Schulz, Miklas. "Listening or reading?" In Techniques of Hearing, 102–13. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003150763-10.

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Daly, Macdonald. "10.55 The Listening Project." In Reading Radio 4, 143–46. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-57657-6_11.

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Waugh, David. "Talk, reading comprehension and writing." In Unlocking Speaking and Listening, 153–66. Third edition. | Abingdon, Oxon; New York, NY: Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315232676-13.

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Surkamp, Carola, and Tanyasha Yearwood. "Receptive Competences—Reading, Listening, Viewing." In Teaching English as a Foreign Language, 89–108. Stuttgart: J.B. Metzler, 2018. http://dx.doi.org/10.1007/978-3-476-04480-8_6.

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Liberman, Alvin M. "Reading is Hard just because Listening is Easy." In Brain and Reading, 197–205. London: Macmillan Education UK, 1989. http://dx.doi.org/10.1007/978-1-349-10732-2_14.

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Elbro, Carsten. "Reading-Listening Discrepancy Definitions of Dyslexia." In Problems and Interventions in Literacy Development, 129–46. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-017-2772-3_8.

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Carlson, Keith Thor, Kristina Fagan, and Natalia Khanenko-Friesen. "Introduction: Reading and Listening at Batoche." In Orality and Literacy, edited by Keith Thor Carlson, Kristina Fagan, and Natalia Khanenko-Friesen, 1–18. Toronto: University of Toronto Press, 2011. http://dx.doi.org/10.3138/9781442661936-003.

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Hoveid, Halvor, and Marit Honerød Hoveid. "Teaching Toward Equity – Listening and Reading." In Making Education Educational, 127–46. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27076-6_6.

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Qian, Kan. "Answers to Exercises and Listening/reading practices." In Colloquial Chinese, 339–74. Third edition. | London; New York: Routledge, 2020. |: Routledge, 2020. http://dx.doi.org/10.4324/9780429425639-17.

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Qian, Kan. "Transcripts in pinyin for Listening/reading practices." In Colloquial Chinese, 375–81. Third edition. | London; New York: Routledge, 2020. |: Routledge, 2020. http://dx.doi.org/10.4324/9780429425639-18.

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Conference papers on the topic "Listening and reading"

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Boys, Donald W. "The reading memo: Listening to our students." In The changing role of physics departments in modern universities. AIP, 1997. http://dx.doi.org/10.1063/1.53169.

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Schneegass, Christina, Thomas Kosch, Andrea Baumann, Marius Rusu, Mariam Hassib, and Heinrich Hussmann. "BrainCoDe: Electroencephalography-based Comprehension Detection during Reading and Listening." In CHI '20: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3313831.3376707.

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Li, Qiong. "On the Application of Common Reading Skills in Listening." In 2015 2nd International Conference on Education, Language, Art and Intercultural Communication (ICELAIC-15). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icelaic-15.2016.71.

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Bulaquit, Randymax M. "Utilization of Facebook as a Supplemental Tool in Developing English Communication Skills: Basis for a Proposed Syllabus in Purposive Communication." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.8-1.

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Most studies show that students use Facebook as a powerful tool for social interaction, and English language learning purposes. The study aimed to assess and present empirical data on the students’ perceptions on the acceptability and usage level of Facebook as a communication tool in developing English communication skills and to identify possible variables that could initiate programs on how students maximize study time in connection with Facebook’s usage. The majority of the respondents used Facebook daily in learning English reading, writing, listening and speaking. Respondents have moderately agreed that Facebook can be used as a supplemental tool in developing communication skills in reading, writing, and listening but slightly agreed on speaking. There was no significant difference in the extent of usage and the results of the communication skills test in reading, writing, listening and speaking. The correlation between perception and performance for listening skills was positively very weak while performance in writing and reading skills was positively weak. However, the correlation between perception and performance for speaking skills was negatively weak. Lastly, the majority of the respondents have encountered problems in using Facebook, such as in inappropriateness of comments, pictures, or videos posted on Facebook, slow Internet connection outside and within the university, and lack of security and validity of information.
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Oberoi, Rati. "Employing English Literature to Craft Skills: Listening Speaking, Reading, Writing." In The Osaka Conference on Education 2020. The International Academic Forum(IAFOR), 2021. http://dx.doi.org/10.22492/issn.2436-1690.2021.7.

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Sun, Zhiyong. "Ways on Developing the Ability of Listening, Speaking, Reading and Writing." In 2016 2nd International Conference on Social Science and Technology Education (ICSSTE 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icsste-16.2016.46.

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Sousa, Arminda, and Filomena Teixeira. "SEEING, READING AND LISTENING TO GENDER INEQUALITY/EQUALITY IN VIDEO CLIPS." In International Conference on Education and New Developments. inScience Press, 2019. http://dx.doi.org/10.36315/2019v2end009.

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Rusák, Zoltán, Niels van de Water, Bram de Smit, Imre Horváth, and Wilhelm Frederik Van Der Vegte. "Smart Reading Aid for Detecting Problems With Reading Fluency and Comprehension." In ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/detc2016-59130.

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Brain signal and eye tracking technology have been intensively applied in cognitive science in order to study reading, listening and learning processes. Though promising results have been found in laboratory experiments, there are no smart reading aids that are capable to estimate difficulty during normal reading. This paper presents a new concept that aims to tackle this challenge. Based on a literature study and an experiment, we have identified several indicators for characterizing word processing difficulty by interpreting electroencelography (EEG) and electrooculography (EOG) signals. We have defined a computational model based on fuzzy set theory, which estimates the probability of word processing and comprehension difficulty during normal reading. The paper also presents a concept and functional prototype of a smart reading aid, which is used to demonstrate the feasibility of our solution. The results of our research proves that it is possible to implement a smart reading aid that is capable to detect reading difficulty in real time. We show that the most reliable indicators are related to eye movement (i.e. fixation and regression), while brain signals are less dependable sources for indicating word processing difficulty during continuous reading.
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Kong, Xianglong. "Brief Report: L2 Vocabulary Acquisition by Reading, Listening, and Word-focused Activities." In Proceedings of the 2018 5th International Conference on Education, Management, Arts, Economics and Social Science (ICEMAESS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icemaess-18.2018.182.

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Vilka, Ilze. "Promotion of Listening Skills in Preschool Children with Phonological Insufficiency." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.65.

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This article is devoted to identifying the possibilities of promoting the development of listening skills in preschool children with phonological insufficiency. Underdeveloped listening skills and phonological insufficiency have a negative impact on speech development and language acquisition. During life, in interpersonal communication, people engage in four types of linguistic activity: listening, speaking, reading and writing. Listening is considered the most important skill, as it is through listening that an individual acquires most of their information and knowledge, including understanding the pronunciations of speech sounds, learning to distinguish them by hearing, and acquiring an understanding of words, sentences and texts. Children learn to perceive, comprehend and respond to hearing information by providing oral or written answers. The aim of this study is to theoretically investigate and practically evaluate the possibilities of promoting listening skills in children with phonetic-phonemic deficiencies. Methodology: The research was carried out using a literature review and speech therapy sessions to improve listening skills in preschool children with phonological insufficiency. Results: 42 children aged 5–6 years with phonological insufficiency were involved in the study. The study was conducted in speech therapy sessions over a period of three months. Initial and repeated assessments of listening skills were carried out. The evaluation criteria were based on speech therapy and educational theories. The repeated assessment of listening skills showed dynamic growth in all children included in the study.
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Reports on the topic "Listening and reading"

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ARMY WAR COLL CARLISLE BARRACKS PA. Communicative Arts: A Selected Bibliography (Reading, Writing, Listening, Speaking). Fort Belvoir, VA: Defense Technical Information Center, June 1997. http://dx.doi.org/10.21236/ada327396.

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2

Shope, Virginia C. Communicative Arts: A Selected Bibliography. Reading, Writing, Listening, Speaking,. Fort Belvoir, VA: Defense Technical Information Center, June 1996. http://dx.doi.org/10.21236/ada310670.

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Nezhyva, Liudmyla L., Svitlana P. Palamar, and Oksana S. Lytvyn. Perspectives on the use of augmented reality within the linguistic and literary field of primary education. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4415.

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The article analyzes the scientific sources on the problem of augmented reality in the educational field. There is a fragmentary rationale for new technology in primary school, to a greater extent the experience of scientists and practitioners relate to the integrated course “I am exploring the world”. The peculiarities of Ukrainian and foreign writers’ works with AR applications, which are appropriate to use during the classes of literary reading, are analyzed. The authors substantiated the prospect of augmented reality technology for mastering the artistic image of the world of literary work, the relevance of use of AR to modern educational challenges, and also demonstrated the possibility of immersion into the space of artistic creation and activation of students’ imagination with the help of AR applications. The article demonstrates the possibilities of use AR-technology for the development of emotional intelligence and creative thinking, solving educational tasks by setting up an active dialogue with literary heroes. The basic stages of the application of AR technologies in the literary reading lessons in accordance with the opportunities of the electronic resource are described: involvement; interaction; listening, reading and audition; research; creative work; evaluation. It is confirmed that in the process of using augmented reality technology during the reading lessons, the qualitative changes in the process of formation of the reader’s culture of the students of experimental classes appears, as well as the increase of motivation, development of emotional intelligence and creative thinking.
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