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.Ed. D.
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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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Sohler, Sydney. "Developing Listening Comprehension in ESL Students at the Intermediate Level by Reading Transcripts While Listening: A Cognitive Load Perspective." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8516.
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Listening is one of the key skills needed to be proficient in a second language (L2). Some L2 teachers support the development of L2 learners' listening skills by providing input in a different sensory mode (e.g., reading). Nevertheless, developing L2 listening skills using more than one sensory mode, may lead to cognitive overload. In order to provide effective L2 listening instruction, teachers need to know what learning strategies will help students improve their listening skills. This quasi-experimental study examined the benefits of reading a text while listening to it and the effect that reading-while-listening (RWL) has on an L2 learner's listening comprehension. The study was done with intermediate-level, English as a Second Language (ESL) students in two pre-existing classes at the English Language Center (ELC) in Provo, Utah, with one class using a teaching method that included reading and listening together and one class that did no reading, just listening. The results of this study showed that both the control group and treatment group significantly improved their listening comprehension skills over the course of 14 weeks. For the treatment group which had used RWL, however, their listening scores were not significantly different from those of the control group. The pedagogical implications of the findings for second language teachers teaching listening skills are also discussed.
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Roberts, Sian. "Reading comprehension and listening comprehension in children : an individual differences investigation." Thesis, University of Central Lancashire, 2011. http://clok.uclan.ac.uk/2927/.
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Little research has explored listening comprehension in children whereas reading comprehension has been extensively investigated. One of the reasons for this is that listening comprehension and reading comprehension are highly correlated and it is generally assumed that they draw on the same cognitive-linguistic processes. This assumption has been formalised in the “Simple View of Reading” (Gough & Tunmer, 1986) which states that, once printed text has been decoded, it is understood in exactly the same way as its spoken equivalent. The main aim of the work presented in this thesis was to investigate the assumption that the same skills and processes underpin reading comprehension and listening comprehension by conducting an investigation of the demands made by comprehension in each modality which are over and above those shared with comprehension in the other modality. This issue has not previously been addressed. Children were assessed on both standardised and true/false measures of listening comprehension and reading comprehension and on several variables previously found to predict reading comprehension. Although results varied slightly according to the measure of comprehension used, broad support was found for the Simple View of Reading as a conceptual framework for explaining reading comprehension. It appeared, however, that listening comprehension involved skills which were not shared with reading comprehension. Of particular interest was the finding that, compared to reading comprehension, listening comprehension appeared to make extra demands on children’s inferencing ability. In a further study it was ascertained that this was not simply due to the shared memory demands of the inferencing and listening comprehension tasks. The hypothesis that listening comprehension ability depends on the ability to generate inferences “on-line” whilst listening was tested in a final study but was not supported. In conclusion, the research presented here suggests that listening comprehension is a topic worthy of investigation in its own right and that, for purposes of both research and educational practice, children’s comprehension is best assessed in both modalities.
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White, Connie Lynn. "Performing motherhood in public schools why isn't someone listening to us? /." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3209575.
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Thesis (Ed.D.)--Indiana University, Dept. of Education, 2005.Title from PDF t.p. (viewed Nov. 10, 2008). Source: Dissertation Abstracts International, Volume: 67-03, Section: A, page: 0885. Adviser: Jerome Harste.
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Askildson, Lance. "Phonological Bootstrapping in Word Recognition & Whole Language Reading: A Composite Pedagogy for L2 Reading Development via Concurrent Reading-Listening Protocols and the Extensive Reading Approach." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/196014.
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The present study investigated the effects of concurrent reading and listening--in the form of the Reading While Listening (RWL) technique--as a means of improving word recognition and reading comprehension among intermediate L2 readers and compared these effects to a distinct top-down reading pedagogy in the form of Extensive Reading (ER) approach, an integrated pedagogy of both RWL and ER and a Control pedagogy of silent in-class reading. Drawing upon innate acquisitional mechanisms of phonological recoding as articulated by Jorm & Share's (1983) Self-Teaching Hypothesis (STH), the present research suggested the simultaneous presentation of identical orthographic and aural input as an ideal protocol for the exploitation of such a route to fluent word recognition in reading. Drawing upon innate acquisitional mechanisms of cognitive inferencing and whole language development as proposed by Goodman (1967, 1988), Krashen (1995, 2007) and Day & Bamford (1998), the present study also proposed the ER pedagogical approach as an effective top-down mechanism for cognitive inferencing in reading and whole language development as well as a tool for addressing L2 reader affect. In order to investigate the efficacy of RWL and ER respectively, while also as an integrated composite pedagogy of both RWL and ER, the present study employed a mixed-methods quasi-experimental design incorporating longitudinal classroom treatments of RWL, ER, RWL-ER and Control reading pedagogies over five weeks and among 51 intermediate ESL readers. Univariate and multivariate statistical analyses, alongside qualitative data reduction and display, supported the respective and significant efficacy of RWL and ER reading pedagogies over Control treatments on measures of reading rate, comprehension, vocabulary and grammatical knowledge gains as well as reader affect. Moreover, the composite RWL-ER treatment group demonstrated superlative gains above all other treatment types in a manner that supports the distinct advantages of such an integrated reading pedagogy, which pairs acquisitional approaches to both bottom-up word recognition and top-down cognitive skills development in tandem. Pedagogical implications for these findings are discussed alongside limitations and area for future research.
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Amspaugh, Leigh Ann. "Effects of Student Choice on Delayed Reading Comprehension and Reading Fluency Across Three Reading Interventions." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu155528364333277.
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Malloch, F. Jean (Flora Jean). "Patterns in good and poor grade four readers' rhythm discrimination, attention to language frequencies and pitch discrimination related to listening abilities and literary experiences /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487258254020646.
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Weisenbach, E. Lynne. "An experimental study of the effects of direct instruction in comprehension strategies taught through listening upon reading comprehension of fourth grade students." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/535893.
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The purpose of this study was to determine if direct instruction in comprehension strategies taught through listening had an effect on the reading comprehension of fourth grade students.The study sample consisted of seventy-four students in fourth grade classrooms in a metropolitan school district in central Indiana. The two experimental classes received eight listening lessons, taught by the regular classroom teachers, at the rate of one per week. The two control classes did not receive the listening instruction.The students in the experimental and control groups were classified into three ability groups based upon the results of Shipman-Warncke Assessment Profile. The measure of reading comprehension was the Metropolitan Reading Diagnostic Test.FindingsThe data from this study indicated:Both groups, experimental and control, showed significantly improved comprehension over the length of the study.Analysis by level, "successful", "average", and "ineffective", revealed no statistically-significant difference in the comprehension growth.Both the control and experimental "successful" and "average" ability level students' scores gained at nearly the same rate from pretest to posttest.4) There were no pre- posttest differences between any of the three ability levels on the six question types.ConclusionsBased on the findings of this study the following conclusions were drawn:1) The comprehension strategies taught through the listening lessons did not significantly affect the reading comprehension of the students involved in the study.2) All students showed significant gains in reading comprehension over the course of the study.3) Students with reading abilities categorized as "ineffective" showed a tendency to respond better to the listening lessons than the other two ability groups.Listening and reading are important language communication skills for children, both in school and in daily life. This study has attempted to add to the body of knowledge related to ways that these two lifetime skills may be taught in the elementary school.Department of Elementary Education
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Wong, Yu-kwan. "Listening and reading comprehension of Chinese dyslexic children speaking the Cantonese dialect." Click to view E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B3709189X.
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黃宇昆 and Yu-kwan Wong. "Listening and reading comprehension of Chinese dyslexic children speaking the Cantonese dialect." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B3709189X.
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Hutton, John S. "Home Reading Environment and Brain Activation in Preschool Children Listening to Stories." University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1427962609.
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Nesbit, Kate. "Listening to reading aloud: literacy and the novel in nineteenth-century England." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6998.
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This dissertation considers how listening to reading aloud changed the English novel in the context of rising literacy rates and an accelerating print culture. Traditionally, historians associate mass literacy and cheap, fast print with a shift away from communal, oral reading in the nineteenth century. Accounts of the “revolution” in European reading practices at the end of the 1700s posit a turn toward solitary, private, and silent encounters with a wider range of texts. As a rich body of scholarship has shown, however, oral culture was alive and well in nineteenth-century print culture: public speech and speakers—orators, preachers, elocutionists, and storytellers—filled squares, pulpits, and stages (not to mention novel pages) throughout the century. But what about not-so-public speech? Oral delivery in the home? Communal but domestic, oral but routine, “household reading” slips through the cracks of our go-to methods for categorizing and researching the reading experience. Even so, ample evidence—from home entertainment guides, to elocution manuals, to women’s domestic periodicals and recommended reading pamphlets—points to the prevalence of the practice and, as I profile, its central role in period literacy programs. Family-centered and within the domestic sphere, household reading served as a safe literary practice for the century’s so-called “new readers.” Yet, according to the literature of the period, reading aloud was not “safe” at all. My dissertation identifies fiction’s unruly listeners: tired laborers who zone out while listening to the Bible, women who fall asleep to their husbands’ Shakespeare delivery, and children who eavesdrop on their parents reading the newspaper’s sex scandals. Combining sound studies and reading history, I argue that novelists deploy these intractable audience members as part of a larger campaign to articulate the value of the novel in an era still suspicious of the form and its effects on an expanding national reading public.
I structure my chapters around texts frequently depicted in scenes of household reading—Shakespeare’s plays, the Bible, and the newspaper—all texts that had safely secured cultural authority and value. These were also texts associated with public speech and performance—texts read aloud in playhouses, churches, or pubs. Yet, each underwent what I call a “reception crisis”: a period when cheaper production and wider circulation brought the text into more households—in short, became affordable and accessible material for home delivery. And, as my chapters discuss, these changes prompted new anxieties about who could access each text and how they would attend (or not attend) to it. The writers I survey allude to these anxieties in order to demonstrate what their own novels can offer a growing literate public. While the authors I study want to borrow some aspect of another text—to adopt, say, Shakespeare’s cultivation of literary taste, the Bible’s moral instruction, or the newspaper’s candid communication of reality—they also need to articulate fiction’s unique offerings. Here, our unruly listeners come into play. They demonstrate how, where, and with which readers a different text, even a supposed guarantor of truth like the Bible, fails to “work.” These noncompliant listeners, then, function like any advertisement created to distinguish a new product from existing competitors. They showcase the promises of fiction by revealing the shortcomings of another text within the context of the period’s new readers and new ways of reading.
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Shirdon, Naima. "The Effects of Repeated Reading and Dialogic Reading Interventions on the Listening Comprehension Performance Outcomes of At-Risk Preschoolers." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1552680404605985.
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Goertzen, Philip George. "Effects of computer-based simultaneous listening and reading on second language vocabulary acquisition." Thesis, University of Edinburgh, 1996. http://hdl.handle.net/1842/20535.
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This thesis evaluates the effects of computer-based, user-controlled simultaneous reading and listening on second language vocabulary acquisition. The experimental design consisted of two parts. First, 59 post-secondary school Japanese English students read a short story (approximately 1000 words) on the computer and then completed a multiple choice vocabulary test. The students were randomly divided into control and experimental groups. Both groups read the same story but the experimental group had the option of listening to the story, sentence by sentence, while they were reading. The aim of this part of the study was to determine if the post-test means of the reading-while-listening group would differ significantly from the post-test means of the reading-without-listening group. In the second part of the study, 43 post-secondary school Japanese English students read the same story as above but instead of the multiple choice test, were given a 23 item questionnaire in Japanese. The first 20 items used a 5-point Likert scale to examine such issues as previous computer experience, enjoyment of the system, self-reported lexical and content comprehension, and assessment of difficulty of the text and the interface. The questionnaire also included 3 open-ended questions where students could comment on the materials. A summary of the results is as follows. The vocabulary post-test results showed no significant difference between group means (α = .05). The log files also showed a very low rate of listening to individual words but a comparatively high rate of sentence listening. Analysis of the log files shoed no significant correlation between word listening and post-test scores and only a weak positive correlation between the amount of sentence listening and post-test scores. Analysis of the questionnaire data revealed that: (1) students in the experimental group claimed to enjoy the experience significantly more than those in the control group; (2) the control group indicated significantly greater comprehensive of content than the experimental group; (3) both groups enjoyed using the computer reading but did not prefer it to traditional media. Also, there was a strong correlation between previous experience and ratings of story content difficulty in the experimental group.
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Suzuki, Satoko. "The Effect of Computer-Assisted Oral Reading While Listening on L2 Speaking Fluency." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/447274.
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CITE/Language ArtsEd.D.
This study investigated the effects of 10 times of once a week computer-assisted oral reading while listening (ORWL) on listening comprehension, objective measures and subjective rater judgment of L2 oral reading fluency and L2 rehearsed speech fluency. In addition, how listening score gains relate to working memory, L2 oral reading fluency gains, or L2 rehearsed speech fluency gains were examined. ORWL is a task of listening, speaking and reading almost simultaneously and is usually incorporated with shadowing or oral reading instruction, but rarely be a focus of study. Forty-six first- and second-year, non-English major, low to intermediate English proficiency Japanese college students (Comparison group n = 24; Experimental group n = 22) participated in this study. Over the course of the semester, the comparison group received reading comprehension instruction twice a week (total of 16 times) whereas the experimental group received reading comprehension instruction once a week (total of 6 times) and ORWL instruction once a week (total of 10 times). In order to enhance the effects of ORWL, pronunciation analyses and self-evaluation of recording of oral reading were also conducted during the ORWL instruction. Data were obtained from conducting pre- and post-listening dictation tests, Momotaro oral reading pre- and posttest, Kaguyahime oral reading posttest, rehearsed speech pre-and posttest, and listening span (working memory) test. Before conducting the quantitative analysis, the dichotomous Rasch analysis was conducted to check the validity and reliability of the listening tests. The results showed that the experimental groups’ listening scores did not significantly improve compared to the comparison group. Regarding the effects on L2 oral reading, the experimental group significantly improved the gain scores of the objective measures of fluency compared to the comparison group. The significant improvement was also found for the mean length of runs and number of pauses per minute between the same passage pretest and posttest, but not between the two different passages. Furthermore, the significant difference was found for the subjective rater judgment of speed, pausing and prosody between the same passage pretest and posttest. Regarding the effects on L2 rehearsed speech, no significant difference was found between the comparison and experimental groups on the gain scores of the objective measures of fluency. On the other hand, the significant difference was found for the subjective rater judgment of speed, pausing and prosody between the L2 rehearsed speech pretest and posttest. Regarding the relationship between the listening score gains and working memory, L2 oral reading fluency gains, and L2 rehearsed speech fluency gains, the moderately strong significant negative correlation was found between the listening score gains and the gain scores of the number of pauses per minute. The results suggest that the computer-assisted ORWL instruction can contribute to pronunciation research because it improved students’ L2 oral reading and made their rehearsed speech more comprehensible by improving the impression of speed, pausing, and prosody. ORWL can also contribute to L2 speech processing research because it improved students’ ability to read aloud an L2 text with familiar vocabulary, and the improvement of this ability was found to be important for listening comprehension.
Temple University--Theses
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Tennant, Susan Mary. "The effects of reading-while-listening and the cloze procedure on the reading ability and grammatical proficiency of ESL students." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28549.
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This study investigated the effects of repeated reading-while-listening in conjunction with cloze exercises on the reading ability and grammatical proficiency of 14 secondary level English as a Second Language students. The experimental group completed 17 cloze exercises at the rate of one per week. The method of presentation had three steps: the viewing of a film strip while listening to the accompanying commercially-produced tape, an attempt to complete a short written cloze exercise (every 10th word deleted) on a passage transcribed from the tape, and four attempts to complete the cloze exercise while simultaneously listening to the taped, unmutilated version.
The Gates-MacGinitie Reading Test, Level E, and the Structure Test—English Language, Advanced Level were administered both before and after the treatment period. A teacher-constructed reading/listening cloze posttest and an attitude questionnaire were administered after the treatment.
Separate analyses of covariance indicated a significant difference between the experimental group and the control group on the Gates-MacGinitie Reading Test, F (1,26) = 6.997, P <.014, but no significant difference between the groups on the Structure Test-English Language, F (1,26) = 1.306, P < .265. An independent samples t-test indicated a significant difference between the experimental group and the control group on the teacher-constructed reading/listening cloze, t(25) = 3.67, P <. Student responses to the attitude questionnaire indicated that they regarded the cloze exercises as helpful.
It is recommended that the type of cloze exercises investigated in the present study be used as supplementary exercises for ESL students. It is noted that further research should be done on the effects of choosing passages for the grammatical points which they contain and the effects of repeating vocabulary and/or content in the passages.Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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CONRAD, PAMELA FANKHAUSER. "VERBAL AND NONVERBAL PROCESSING AMONG LEFT- AND RIGHT-HANDED GOOD READERS AND READING-DISABLED CHILDREN." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184189.
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Differences in cerebral lateralization of verbal and nonverbal stimuli between left- and right-handed good readers and left- and right-handed reading-disabled children were examined. The study utilized the dichotic listening paradigm and examined the effects of directed attention on the processing of consonant-vowel (CV) and tonal stimuli by the four groups. The sixty subjects included fifteen right-handed good readers (eleven females and four males, mean age 10-3), fifteen left-handed good readers (eight females and seven males, mean age 10-5), fifteen right-handed reading-disabled children (six females and nine males, mean age 10-5), and fifteen left-handed reading-disabled children (four females and eleven males, mean age 10-8). All left-handed subjects had sinistral relatives. A three-factorial analysis of variance resulted in a significant left ear advantage (LEA) for tonal stimuli across all directed attention conditions for all groups. When presented with CV stimuli, the right-handed good readers produced a significant right ear advantage (REA) across all attentional conditions. The left-handed good readers and left-handed reading-disabled children were left ear (LE) dominant in the free recall and directed left conditions but produced a shift toward the right ear (RE) during the directed right condition. Right-handed reading-disabled children demonstrated a REA during free recall and directed right but were able to direct attention to the LE in the directed left condition. The study provided initial findings on the auditory processing of simple tonal stimuli among anomalous groups of children and documented the strong LEA found in previous studies of adult subjects. Verbal processing results for right-handed good readers and reading-disabled children confirmed previous findings with these populations. Reversed verbal processing (right hemisphere) was documented in both left-handed groups in two of the experimental conditions. The results provide additional support for the structural theory of lateralization and suggest reversed or bilaterialized processing abilities for language in strongly left-handed good reader children. Components of the attentional bias model are necessary to explain the effects of directed attention on the auditory perceptual asymmetry found in the reading-disabled groups.
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Cartaya, Jorge E. "Listening/Reading for Disremembered Voices: Additive Archival Representation and the Zong Massacre of 1781." FIU Digital Commons, 2017. http://digitalcommons.fiu.edu/etd/3187.
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This thesis grapples with questions surrounding representation, mourning, and responsibility in relation to two literary representations of the ZONG massacre of 1781. These texts are M. NourbeSe Philip’s ZONG! and Fred D’Aguiar’s FEEDING THE GHOSTS. The only extant archival document—a record of the insurance dispute which ensued as a consequence of the massacre—does not represent the drowned as victims, nor can it represent the magnitude of the atrocity. As such, this thesis posits that the archival gaps or silences from which the captives’ voices are missing become spaces of possibility for additive representation. This thesis also examines the role voice and sound play in these literary texts and the deconstructive-ethical philosophies of Jean-Luc Nancy and Jacques Derrida. This thesis argues that these texts invoke the sonic materiality of voice in the service of responding to the disremembered dead through mourning and acknowledgment.
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Warr, Collette Leifson. "Using Parallel Narrative-Based Measures to Examine the Relationship Between Listening and Reading Comprehension." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8914.
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The purpose of the current study was to examine how well the Narrative Language Measure (NLM) of Listening predicts the NLM Reading measure and the extent to which brief narrative-based listening and reading comprehension assessments administered to first, second, and third grade students demonstrate symmetry and equity. A total of 1039 first graders, 395 second graders, and 501 third graders participated in this study. The students were administered the NLM Listening and NLM Reading, and their scores were examined to address the research questions. Students with incomplete data sets and students who performed 1.5 standard deviations (7th percentile based on the local dataset norms) below the mean within their respective grade using local norms on a either the first or second winter benchmark reading fluency measure were removed from the participant pool. A correlation and regression analysis indicated that the NLM Listening was weakly predictive of NLM Reading. The means and standard deviations of listening comprehension and reading comprehension were compared, with the expectation that the means from both tasks would not be significantly different. This was examined using repeated measures ANOVA. Results indicated that for the first, second, and third-grade students, while removing those who scored at or below the 7th percentile, there was a statistically significant difference between the means for both the NLM Listening Benchmark 1 and NLM Reading Benchmark 1, as well as the NLM Listening Benchmark 2 and NLM Reading Benchmark 2. An equipercentile analysis determined the first-grade students scored higher in the listening comprehension than reading, and the second and third-grade students scored higher in the reading comprehension. While the data from this study indicate that the NLM Listening is not an adequate proxy for the NLM Reading measure, this study is another step in laying a foundation that a narrative-based assessment with carefully constructed parallel forms that reflect written academic language has the potential to produce scores in listening and reading comprehension that are symmetrical and equitable, in order to justify the use of one measure as proxy for the other.
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Hall, Timothy James. "Predicting Speaking, Listening, and Reading Proficiency Gains During Study Abroad Using Social Network Metrics." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7707.
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L2 proficiency gains during study abroad vary widely across individuals and programs, and much of the research in the study abroad literature attempts to identify the causes of this variance. Social network data has proven useful in explaining some of the variance in oral proficiency gains (Baker-Smemoe, Dewey, Bown, & Martinsen, 2014; Isabelli-García, 2006), and the current study builds on those findings by applying the same methodology to listening and reading proficiency in addition to speaking. Proficiency gains in listening, reading, and speaking were measured for 17 students from a US university studying abroad in Nanjing, China for one semester. Social network measures focused on interaction with native speakers (NS) were taken at the beginning, middle, and end of the study abroad program using the Study Abroad Social Interaction Questionnaire. Linear regression analyses showed that social network measures accounted for nearly 46% of the variance in listening gains, nearly 82% of the variance in reading gains, and nearly 46% of the variance in oral proficiency gains. These findings make a strong case for applying social network methods to understand listening and reading proficiency gains in study abroad.
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Lopez, Joseph G. (Joseph Guzman). "The Relative Impact of Oral Reading Combined with Direct Teaching Methodology on Reading Comprehension, Listening and Vocabulary Achievement of Third-Grade Students." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331113/.
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The problem of this study was to measure the impact of a read-aloud approach combined with direct teaching methodology on student achievement/attitudes and school expenditures. The purpose of this study was twofold. First, the study was to determine the relative impact of three treatments on student reading and listening skills, vocabulary development, and attitude towards reading. The first treatment was read-aloud based on specific recommended texts combined with direct teaching methodology. The second treatment was read-aloud based on specific recommended texts. The third treatment, the control, was simply a read-aloud-based program. The second purpose of the study was to compare the relative cost and effort required by the three treatments. The 226 subjects in this study were selected from the population of third—grade students from three metropolitan early childhood centers. The subjects were pretested and posttested with the Iowa Tests of Basic Skills (ITBS), a criterion-referenced vocabulary test and the Estes Attitudinal Scale. Analyses of covariance and after F-test multiple comparisons were used to compare the relative impact of the three treatments on a preselected set of criterion variables.
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Winzenz, Marilyn Anne. "Comprehension of extended narrative text: The role of spontaneous mental imagery while reading or listening." Scholarly Commons, 1988. https://scholarlycommons.pacific.edu/uop_etds/3330.
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To investigate the cognitive processes involved in language comprehension, this research examined the role of naturally occurring mental imagery in facilitating college students' understanding of lengthy narrative prose. During hour-long individual interviews, 40 undergraduates read silently or listened to a 1700 word short story. Subjects were asked to free recall as much as they could of the story and to answer higher level comprehension questions which involved verbal reasoning strategies such as inference and drawing conclusions regarding character development and motivation, theme, plot, and personal relevance. Subjects were also asked to describe the mental images they experienced, if any, and to rate the vividness of their mental images. Two instruments designed for this study, the Prose Comprehension Interview and the Mental Imagery Interview, were used to elicit subjects' oral self-reports on their comprehension and use of mental imagery. All subjects reported the existence of mental images, and the number of reported images was related significantly to literal comprehension, as measured by the number of memories reported on the free recall task. The number of reported images was not related significantly to subject responses on higher level comprehension questions. Although listeners reported significantly more images than readers, there was no significant difference between the comprehension of readers and listeners, at either the literal level or the higher levels of comprehension. A content analysis of the images reported by good comprehenders (the 7 top scoring subjects) and poor comprehenders (the 7 bottom scoring subjects) revealed qualitatively, as well as quantitatively different images between the two groups. Good comprehenders not only reported more images, but they also reported abstract, inferential, and objective images more often than did the poor comprehenders, who reported concrete, literal, and subjective images more often. Good comprehenders appeared to distinguish themselves from poor comprehenders by their ability to use their images to reason inferentially, draw conclusions, and make appropriate judgments. The findings of this study suggest that it is not simply the existence and frequency of mental images that facilitate reading and listening comprehension. It appears, instead, that the quality of our mental images, along with the way we reason and make use of our images, also contribute to our comprehension of the written and spoken word.
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Merbaum, Clara. "The relationship between listening and reading comprehension in first grade English L1 and L2 students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ33931.pdf.
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Halligan, Jean O'Donnell. "The relative strengths of children with and without cerebral palsy in listening and reading comprehension." Thesis, University of Newcastle Upon Tyne, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.394717.
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Snell, Blaire. "Reading and Listening to Music Increase Resting Energy Expenditure During Indirect Calorimetry in Healthy Adults." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4303.
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The Academy of Nutrition and Dietetics has developed an evidence analysis library (EAL) for Nutrition and Dietetics professionals. The EAL is updated by members through workgroups consisting of experts in their fields, most often in response to unanswered questions. One such question is: what kinds of activities can be done during the rest period of an indirect calorimetry test in a healthy population? The objective of our study was to determine if listening to self-selected relaxing music or reading on an electronic device or a magazine effects resting energy expenditure (REE) as measured by an indirect calorimetry test in a healthy population. Answering this question would help indirect calorimetry test administrators know if these simple activities can be done during an indirect calorimetry test without significantly affecting REE but helping subjects remain awake. It would also help standardize the current protocol for indirect calorimetry administration. A randomized trial was conducted during an indirect calorimetry test, under three different conditions (resting, reading, listening to music). Six-five subjects (36 females and 29 males) were used in final data analysis. Inclusion criteria included healthy subjects between the ages of 18-50 years with a stable weight. Exclusion criteria included pregnant or lactating women or individuals who were taking medications known to affect metabolism. Reading, either a magazine or electronic device, resulted in a significant increase of 102.7 kcal/day when compared to resting (p<0.0001). There was no difference in REE when subjects read a magazine or on an electronic device. Listening to self-selected relaxing music increased REE by 27.6 kcal/day compared to rest (p=0.0072). Based on our results, we recommend subjects refrain from reading a magazine or electronic device during a test. Whether or not the smaller difference found while listening to music is practically significant would be a decision for the indirect calorimetry test administrators. Further research could be done to determine the effects other activities have on REE during an indirect calorimetry test. Such activities could include; watching television, texting, or playing passive game.
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Lockett, Michael L. Lorber Michael A. "The effects of listening instruction on the reading comprehension and mathematics applications of "at-risk" elementary students." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9311285.
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Thesis (Ed. D.)--Illinois State University, 1992.Title from title page screen, viewed February 1, 2006. Dissertation Committee: Michael Lorber (chair), Larry Kennedy, Ken Strand, Fay Bowren, Lynn Brown. Includes bibliographical references (leaves 161-183) and abstract. Also available in print.
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Cruz, de Quiros Ana Migdalia. "Structured story reading and retell related to listening comprehension and vocabulary acquisition among English language learners." Texas A&M University, 2008. http://hdl.handle.net/1969.1/86030.
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This study compared the oral language development, vocabulary, and comprehension
of English language learners (ELLs) in second grade who were participating in a five-year
longitudinal study, Project English Language and Literacy Acquisition (Project ELLA)
(Lara-Alecio, Irby, & Mathes, 2003), after two years implementation. For this comparison
study, 72 students were randomly selected from students participating in an enhanced and a
typical transitional bilingual education program. The students in the enhanced transitional
bilingual classroom received structured story reading, and practiced retelling and story
grammar for two consecutive years. Conversely, comparison group of students continued
with a typical instructional program. Retell and comprehension question measurements from
two stories were obtained from both groups, and in both English and Spanish.
The first and second research questions focused on oral language development in
both English and Spanish. Findings were measured by the length of the retell. The first
question demonstrated statistically significant results in all measurements: number of Tunits,
number of words, and number of sentences in English. Statistically significant results were also found in number of words in Spanish for the second question. However, the
number of T-units and the number of sentences in Spanish for the second question
demonstrated non-significant results. The third research question focused on the vocabulary
growth of the student after he or she was exposed to explicit and direct vocabulary
instruction. The treatment group statistically outperformed the control in this respect. The
fourth and fifth questions addressed comprehension as measured by story grammar in
English and Spanish and leveled questions addressed at the end of the first and last story.
Students participating in the treatment group demonstrated greater comprehension of the
story. The students participating in the treatment group after having participated in such a
program for two years also demonstrated how structured story reading strongly benefits oral
language growth, greater vocabulary knowledge and higher comprehension in English
literacy acquisition without forcing students to lose their first language.
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Green, Rita. "An empirical investigation of the componentiality of E.A.P. reading and E.A.P. listening through language test data." Thesis, University of Reading, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365842.
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Evans, Marianne Bristow. "The Integration of Reading, Writing, Speaking, and Listening Skills in the Middle School Social Studies Classroom." DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/7157.
Full textAbstract:
The purpose of this feasibility study is to provide evidence of how integrating reading, writing, speaking, and listening skills into eighth-grade social studies instruction facilitates student understanding of content material and ability to write about social studies content. In thiswithin-subjects paired-samples research study, 197 eighth-grade participants received instruction in a social studies content area and in argumentative writing. Data from a criterion-referenced social studies pre and posttest and data from pre and post instruction writing samples were analyzed to evaluate the influence of the integration of literacy tasks in middle school social studies classrooms oncontent area knowledge acquisition and argumentative writing quality. Analysis of the Criterion Referenced Test (CRT) data usingregression analysis showed that there was a statistically significant increase in the students’ performance on the CRT after the students engaged in literacy tasks emphasizing reading, writing, speaking, and listening during the social studies instruction. Analysis of the writing rubric scores using Cohen’s d showed statistically significant differences exist between the students pre and post essay scores. These results suggest that having students engage in reading, writing, speaking, and listening tasks and in explicit writing instruction and production during a social studies unit facilitates their content knowledge acquisition, improves the overall quality of students’ argumentative writing, and more specifically, improves the organization and development of that writing. It is recommended that further research be conducted to determine the best way to group students for collaboration when incorporating reading, writing, speaking, and listening tasks within content area instruction.
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Aotani, Masayasu. "FACTORS AFFECTING THE HOLISTIC LISTENING OF JAPANESE LEARNERS OF ENGLISH." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/137835.
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CITE/Language ArtsEd.D.
The holistic listening comprehension of 112 Kyoto University students, operationalized as TOEFL iBT listening (long listening), was investigated with a battery of 12 tests, including a phoneme and word recognition test, a test of short 10-second listening, a test of long 3- to 5-minute listening, a reading comprehension of listening scripts test, listening and reading cloze tests, a gap-filling test designed to assess syntactic awareness, a grammatical error detection test, and the Vocabulary Size Test. Rasch analyses were employed to yield person ability measures; these measures were used for correlation studies, a series of linear regression analyses, principal components analysis, and structural equation modeling. Long listening correlated most strongly with the reading comprehension test (.756) and the listening cloze test (.705), and these two variables explained as much variance in long listening as all the variables combined in a linear regression (68%). Of the two prominent components yielded by a principal components analysis, capturing sounds and processing for meaning, long listening loaded significantly only on processing for meaning (.727) and showed no notable loading on capturing sounds. When long listening comprehension was viewed as a two-stage activity consisting of capturing input and processing that input for meaning, the participants were found to rely mainly on processing for meaning. As a result, long/holistic listening had more in common with reading comprehension than with short listening, for which the first stage of input capture was more important. As a part of this study, long listening was expressed as a product of aural word recognition and processing for meaning as in the Simple View of Reading, where reading comprehension is regarded as a product of decoding and linguistic comprehension. While the Simple View of Reading typically accounts for 48% of the variance in reading comprehension, its listening counterpart in this study explained up to 58% of the variance; as much as an improved version of the Simple View of Reading named the Component Model of Reading. The identification of the structural equation models required an additional component for a total of three latent variables; availability of written text, aural activities, and processing for meaning. The three-latent-variable model for long listening incorporated all the variables as indicators except for the grammatical error detection due to its insignificant contribution to holistic understanding. Generally speaking, structural equation approach produced models which were in good qualitative agreements with correlation studies, principal components analysis, and multiple regression; thus, providing an integrative view and a unified treatment of the participants' proficiency with a focus on long listening. Overall, the results highlighted the importance of processing for meaning, a skill largely shared with reading comprehension, for the long listening comprehension of Kyoto University students. This finding indicates a transfer of meaning formation skill from L1 and L2 reading to L2 listening.
Temple University--Theses
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Waterford, William Bede, and n/a. "Hearing and Reading Biblical Texts: A Study of Difference - Mark 6:30 - 8:27a." Griffith University. School of Theology, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20051107.144940.
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The thesis records a study of difference - the difference between reading and hearing biblical texts. It shows that the types of interpretation people make when reading such texts often differ from those they make when they are hearing the same texts read aloud. The extent of the difference is demonstrated in ten studies where theories relating to reading and hearing are applied to the Greek text of Mark 6:30-8:27a. The biblical texts used in the studies vary in the size, as do the themes and issues investigated. Despite this diversity the results are consistent across all ten studies. Almost all the assessments made in these studies are verified by independent data, such as the published opinions of biblical scholars and literary analyses of the Greek text. As elucidated in the thesis; the results attained, the method utilised and the theories employed are relevant for assessing the types of interpretation people are likely to make when reading and listening to other biblical stories. Because the research encompasses a literary issue and concerns the processes that are used in communication, the approach adopted is a literary one and the methodology incorporates media criticism and audience criticism. Other techniques, such as narrative criticism, rhetorical criticism, and reader response criticism are utilised extensively in the various analyses and assessments. The ten studies are preceded in the thesis by data as to the processes people use in reading texts and in listening to non-reciprocal speech. Such data includes information relating to experiments and studies into the communicative processes that have been carried out over the past fifty years. There is also data as to the theories that have been developed by scholars based on the results of such experiments and studies. These are the theories that are used in this thesis. There are also several analyses in the thesis which collectively demonstrate that texts used in Church liturgies should be those that have been specifically translated to meet the needs of listeners. This is a very important issue, because, even in very literate communities, there are still more Christians who listen to biblical texts being read than those who read such texts for themselves.
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DeVore, Trenton Michael Tremains. "Effect of Single vs. Immediate Repeated Read-Aloud on Preschoolers’ Listening Comprehension." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1576846029729625.
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Opat, Annie M. "Alternative pathways : struggling readers utilize art elements for listening/viewing comprehension and artistic response." Diss., Manhattan, Kan. : Kansas State University, 2008. http://hdl.handle.net/2097/705.
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Berry, Laura. "A Comparison of the Effects of Repeated Readings with and without Live Model Listening Preview on Reading Fluency and Comprehension for English Language Learners." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1289235393.
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Mooney, Laura Louise. "Listening to silence, reading the unwritten : articulating the voice of the racial other in white male discourse." Thesis, University of Kent, 2015. https://kar.kent.ac.uk/52388/.
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This thesis explores literary representations in white male discourse of the voices of the racial Other. Tracing a chronological development from colonial to postcolonial texts, it closely analyzes the wider political and ethical implications of these representations in Daniel Defoe’s "Robinson Crusoe", Joseph Conrad’s "Heart of Darkness", Albert Camus’ "L’Étranger" and ‘L’Hôte’, J.M. Coetzee’s "Foe" and "Disgrace", J.M.G. Le Clézio’s "Onitsha" and Cormac McCarthy’s "No Country for Old Men". At the core of my research is the question how can white male writers resist the dominance of Eurocentric consciousness and be a witness to the racial Other and articulate his/her voice without recourse to prejudice and stereotyping. The representation of the Other transitions from the anonymity of slavery in colonial texts to identified and identifiable individuals in postcolonial writings. Through these novels the impact of national Independence, freedom from racial oppression and immigration − all legal expressions of freely articulated voice − can be observed on the traditional colonial power relationship. As a consequence, dominated, silenced voices gradually develop into silent refusals of acquiescence that withhold information. The impact of such resistance is frequently paralleled by a crisis of male identity and the declining stature of the white male protagonists who suffer imprisonment, death, sickness, confusion or defeat, as gestures symbolic of the decline of white patriarchal systems and challenges to accepted concepts of identity, humanity, justice, good and evil. In a globalized world the category of the Other encourages us to think beyond the known and recognize the validity of ideologies that challenge the authority of our own.
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Winqwist, Therese. "Reading with Your Ears : A comparative study of reading and listening to Mark Haddon’s The Curious Incident of the Dog in the Night-Time." Thesis, Högskolan i Halmstad, Sektionen för lärarutbildning (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-5148.
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“Reading with Your Ears” is a comparative study of comprehension in reading a text versus listening to an audio book. The text excerpt is from Mark Haddon’s The Curious Incident of the Dog in the Night-Time and has been read or listened to by seventh-grade students. The results show that the readers understand more from the text since they can read at their own speed and see the pictures in the book. The listeners, on the other hand, seem unaccustomed to listening and have troubles focusing.
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Hoskyn, Constance Elizabeth McDaniel. "Enhancing reading comprehension rates: comparing following along and not following along during listening-while-reading interventions in middle school and junior high school students with disabilities." Diss., Mississippi State : Mississippi State University, 2007. http://library.msstate.edu/etd/show.asp?etd=etd-02122010-134921.
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Perrin, Geoffrey. "The effect of multiple choice foreign language tests of listening and reading on teacher behaviour and student attitudes." Thesis, Lancaster University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250556.
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Söderqvist, Fredrik. "Perceptions of extramural English and English in the classroom: Swedish upper secondary students’ writing, reading, listening and speaking skills." Thesis, Högskolan Dalarna, Engelska, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-29483.
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This study examines, through the use of a quantitative questionnaire, to what extent Swedish upper secondary students are involved in receptive and productive extramural English activities and what their perceptions are of learning English inside and outside of school. Extramural English (EE) is a term referring to the English students encounter outside school as extra means ‘outside’ and mural means ‘walls’. This study also investigates if the students perceive that the extramural English activities facilitate their classroom learning of English, and more specifically in relation to the language proficiencies reading, listening, writing and speaking. The results showed that the students reported being involved in mostly receptive EE activities as the most common activities they reported being involved in daily were related to listening and reading. The listening activities involved watching English-language TV-programs, TV-series and movies with and without Swedish subtitles and reading English texts. 98% of the students perceived that they do learn English outside of school while 68.6% of the students perceived that the English that they learned outside school facilitated classroom learning. The language proficiency the students perceived they developed most outside school was listening as 39% reported they "developed very much". The majority of students also reported to be more comfortable speaking and writing in English outside of school, and 57% indicated that they have learned most of their English knowledge outside of the school environment.
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Reamey, Anne Marie. "The Lynks Reader." VCU Scholars Compass, 2007. http://hdl.handle.net/10156/1337.
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Chen, Christopher Chien-Chih. "English text comprehension in first and second language learners : a comparison of listening and reading in British and Taiwanese students." Thesis, Royal Holloway, University of London, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286223.
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