Journal articles: 'Listening and reading'

1

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Lemons, Robert, and R. N. Malatesha. "Improving Reading through Training to Listen." Perceptual and Motor Skills 60, no. 3 (June 1985): 788–90. http://dx.doi.org/10.2466/pms.1985.60.3.788.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

12

Kormos, Judit, Milena Košak Babuder, and Karmen Pižorn. "The Role of Low-level First Language Skills in Second Language Reading, Reading-While-Listening and Listening Performance: A Study of Young Dyslexic and Non-dyslexic Language Learners." Applied Linguistics 40, no. 5 (August 17, 2018): 834–58. http://dx.doi.org/10.1093/applin/amy028.

Full text

Abstract:

Abstract Our study investigated the differences in low-level L1 skills and L2 reading, listening, and reading-while-listening outcomes between young dyslexic and non-dyslexic Slovenian learners of English. The research, in which children completed four language assessment tasks in three modes in a carefully counter-balanced order, also examined the relationship between low-level L1 skills and L2 reading, listening, and reading-while-listening performance. The findings show that, in Slovenian, which is a transparent language, dyslexic students are behind their non-dyslexic peers in word-level L1 skills after five years of literacy instruction. The results also call attention to the fact that students with weak L2 reading and listening skills might not always be at risk of, or diagnosed as having, dyslexia. Importantly, the findings suggest that the accuracy and speed of real and non-word reading in L1 might serve as useful indicators of L2 reading difficulties of young language learners. Furthermore, L1 dictation tests were also found to yield diagnostic information on young L2 learners’ listening and reading-while-listening problems.

APA, Harvard, Vancouver, ISO, and other styles

13

Shamsitdinova, M. "DEVELOPING LISTENING SKILL BY ACTIVATING STUDENTS’ PRIOR KNOWLEDGE." American Journal of Interdisciplinary Innovations and Research 05, no. 01 (January 1, 2023): 9–12. http://dx.doi.org/10.37547/tajiir/volume05issue01-02.

Full text

Abstract:

This article considers the similarities and differences between listening and reading, and then looks specifically at why the activation of prior knowledge is perhaps even more important in listening than in reading comprehension. Finally, there is a concrete example of activating prior knowledge in listening materials.

APA, Harvard, Vancouver, ISO, and other styles

14

Conklin, Kathy, Sara Alotaibi, Ana Pellicer-Sánchez, and Laura Vilkaitė-Lozdienė. "What eye-tracking tells us about reading-only and reading-while-listening in a first and second language." Second Language Research 36, no. 3 (June 3, 2020): 257–76. http://dx.doi.org/10.1177/0267658320921496.

Full text

Abstract:

Reading-while-listening has been shown to be advantageous in second language learning. However, research to date has not addressed how the addition of auditory input changes reading itself. Identifying how reading differs in reading-while-listening and reading-only might help explain the advantages associated with the former. The aim of the present study was to provide a detailed description of reading patterns with and without audio. To address this, we asked first language (L1) and second language (L2) speakers to read two passages (one in a reading-only mode and another in a reading-while-listening mode) while their eye movements were monitored. In reading-only, L2 readers had more and longer fixations (i.e. slower reading) than L1 readers. In reading-while-listening, eye-movement patterns were very similar in the L1 and L2. In general, neither group of participants fixated the word that they were hearing, although the L2 readers’ eye movements were more aligned to the auditory input. When reading and listening were not aligned, both groups’ eye movements generally preceded the audio. However, L2 readers had more cases where their fixations lagged behind the audio. We consider why reading slightly ahead of the audio could explain some of the benefits attributed to reading-while-listening contexts.

APA, Harvard, Vancouver, ISO, and other styles

15

Chang, Sumi. "Approaching L2 Listening Comprehension for Advanced Learners: Using Reading as a Pre-Listening Task." Korean Language in America 17, Special Issue 2012 (January 1, 2012): 166–86. http://dx.doi.org/10.2307/42922364.

Full text

Abstract:

ABSTRACT Listening comprehension is an active multidimensional process of constructing meaning by applying linguistic and topic knowledge to incoming aural texts (Buck, 2001; Field, 2004; Long, 1989, Rivers 1983, Vandergrift, 1999). Listening has been regarded as the most widely used language skill in normal daily life in the case of L2 English (Morley, 2001; Rost, 2001), and yet it is also the most difficult language skill area in L2 regardless of the target language due to its evanescent nature (Buck, 2001, 1995; Field, 2004; Graham, 2006; O'Malley, Chamot, & Küpper, 1989; Vandergrift, 1999). In this study, 20 advanced L2 Korean learners used reading rendition or translation as pre-listening strategy for two semesters. Using their survey responses, I first examine the effectiveness of pre-listening rendition activity when the topic of reading rendition and the listening are held constant. And then, I examine what factors of the reading rendition contribute to listening effectiveness. I conclude that prelistening reading rendition enhances L2 listening comprehension when the topic of reading and listening text are held constant. And according to learner responses, background knowledge and vocabulary are the primary factors that make pre-listening reading rendition effective.

APA, Harvard, Vancouver, ISO, and other styles

16

Chang, Sumi. "Approaching L2 Listening Comprehension for Advanced Learners: Using Reading as a Pre-Listening Task." Korean Language in America 17, Special Issue 2012 (January 1, 2012): 166–86. http://dx.doi.org/10.2307/korelangamer.17.2012.0166.

Full text

Abstract:

ABSTRACT Listening comprehension is an active multidimensional process of constructing meaning by applying linguistic and topic knowledge to incoming aural texts (Buck, 2001; Field, 2004; Long, 1989, Rivers 1983, Vandergrift, 1999). Listening has been regarded as the most widely used language skill in normal daily life in the case of L2 English (Morley, 2001; Rost, 2001), and yet it is also the most difficult language skill area in L2 regardless of the target language due to its evanescent nature (Buck, 2001, 1995; Field, 2004; Graham, 2006; O'Malley, Chamot, & Küpper, 1989; Vandergrift, 1999). In this study, 20 advanced L2 Korean learners used reading rendition or translation as pre-listening strategy for two semesters. Using their survey responses, I first examine the effectiveness of pre-listening rendition activity when the topic of reading rendition and the listening are held constant. And then, I examine what factors of the reading rendition contribute to listening effectiveness. I conclude that prelistening reading rendition enhances L2 listening comprehension when the topic of reading and listening text are held constant. And according to learner responses, background knowledge and vocabulary are the primary factors that make pre-listening reading rendition effective.

APA, Harvard, Vancouver, ISO, and other styles

17

Rasinski, Timothy V. "Effects of Repeated Reading and Listening-While-Reading on Reading Fluency." Journal of Educational Research 83, no. 3 (January 1990): 147–51. http://dx.doi.org/10.1080/00220671.1990.10885946.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Petersen, Douglas B., Trina D. Spencer, Alisa Konishi, Tiffany P. Sellars, Matthew E. Foster, and Dana Robertson. "Using Parallel, Narrative-Based Measures to Examine the Relationship Between Listening and Reading Comprehension: A Pilot Study." Language, Speech, and Hearing Services in Schools 51, no. 4 (October 2, 2020): 1097–111. http://dx.doi.org/10.1044/2020_lshss-19-00036.

Full text

Abstract:

Purpose The purpose of this pilot study was to determine whether parallel measures of narrative-based listening comprehension and reading comprehension reflected the same construct and yielded comparable scores from a diverse sample of second- and third-grade students. One hundred ten students participated in this study. Method Three listening and three reading comprehension narrative retells and subsequent responses to story questions and vocabulary questions were collected using the Narrative Language Measures Listening and Reading subtests of the CUBED assessment. Results Results indicated a strong correlation between the listening comprehension and reading comprehension measures. Confirmatory factor analysis indicated that the listening and reading comprehension measures loaded onto one factor. Mean scores were not significantly different between the listening and reading comprehension measures, and the equipercentile analyses indicated that the two measures yielded scores that aligned with similar percentile rankings for a diverse sample of students, suggesting symmetry and equity. Conclusion Oral narrative language retells and responses to story and vocabulary questions could potentially serve as proxy measures for reading comprehension for young students.

APA, Harvard, Vancouver, ISO, and other styles

19

Tattersall Wallin, Elisa, and Jan Nolin. "Time to read: Exploring the timespaces of subscription-based audiobooks." New Media & Society 22, no. 3 (July 17, 2019): 470–88. http://dx.doi.org/10.1177/1461444819864691.

Full text

Abstract:

With remediation of the printed book into audiobook subscription services, reading by listening is becoming a popular alternative to reading by seeing. This article explores when people read by listening and whether there may be a shift regarding the places and times people read by listening rather than by seeing. Based on a considerable dataset from a Swedish subscription service for digital books, this article reveals that audiobook reading takes place at somewhat different times than expected and that subscribers read significant amounts each day. The findings indicate that the remediation into reading by listening using digital audiobooks may close the gender gap common in reading, as the reading practices of men and women are very similar, with men even reading slightly more than women. The reading practices of young adults are also similar to the larger population. Furthermore, the concepts stationary reading, mobile reading and stationary/mobile reading are introduced.

APA, Harvard, Vancouver, ISO, and other styles

20

Savage, Robert, and Adriana Pace. "Linguistic and reading comprehension in simultaneous dual language instruction: Evidence against unitary constructs." International Journal of Bilingualism 23, no. 1 (June 5, 2017): 118–37. http://dx.doi.org/10.1177/1367006917711592.

Full text

Abstract:

Aims and Objectives/Purpose/Research Questions: This paper describes a study investigating the relationships between reading and listening comprehension in a simultaneous dual language instruction context. We explored whether listening and reading comprehension are unitary constructs across the first language (L1) and the second language (L2). Design/Methodology/Approach: Listening comprehension and reading comprehension measures were administered twice over a school year in English and French. Data and Analysis: Stepwise regression analyses were undertaken with 206 typical children in grade 4 classrooms in French Immersion programs. Findings/Conclusions: Analyses showed listening comprehension in the L1 and listening comprehension in the L2 both independently predicted reading comprehension concurrently. Reading comprehension in the L1 and reading comprehension in the L2 both predicted reading comprehension in the L1 and L2 longitudinally and symmetrically within, as well as across, home language groups. Originality and Significance/Implications: Findings suggest that listening comprehension and reading comprehension are not unitary constructs and possibly suggest synergistic recruitment of distinct L1 and L2 listening comprehension and reading comprehension resources in dual language comprehension, as suggested by the Development Interdependence Hypothesis. Both dual language policy and school-based practices might be enhanced through collaborative planning and activities that support this natural interdependence of component reading processes across languages, while also being aware that language comprehension abilities may not be at comparable levels across L1s and L2s by grade 4 in immersion contexts.

APA, Harvard, Vancouver, ISO, and other styles

21

Chang, Le, and Juncai Ma. "Comparing the Effects of Listening Input and Reading Input on EFL Learners’ Incidental Vocabulary Acquisition." Chinese Journal of Applied Linguistics 41, no. 2 (June 26, 2018): 169–81. http://dx.doi.org/10.1515/cjal-2018-0010.

Full text

Abstract:

AbstractThis study examined the effects of either listening or reading input on 88 first-year non-English-major Chinese university EFL students’ incidental acquisition in vocabulary form, meaning and production. The students were put into a Listening Group (n = 47) and a Reading Group (n = 41), each of which finished either two listening activities (each consisting of a dialogic text and an information transfer task) or two reading activities (each consisting of a reading text and five multiple-choice questions). The four texts all contained five low-frequency target words which a revised Vocabulary Knowledge Test had shown to be only slightly known by the participants before the activities. The results of the post-tests showed that the Reading Group had general acquisition advantage over the Listening Group in terms of all the three vocabulary aspects, and due to the fact of rich target word contexts and repeated access to the texts, the Listening Group manifested vocabulary meaning acquisition nearly equal to the Reading Group. Overall, the study shows the notably advantageous effects of reading input on incidental vocabulary acquisition, and concerning facilitating vocabulary acquisition through listening, it points out the importance of increasing opportunities for learners to process listening input with rich contextual clues through task repetition.

APA, Harvard, Vancouver, ISO, and other styles

22

Erda, Ayu Marsela. "The Relationship between Metacognitive Awareness and Receptive Skills of University Students." Lingua Cultura 14, no. 1 (July 31, 2020): 121–27. http://dx.doi.org/10.21512/lc.v14i1.6403.

Full text

Abstract:

The research investigated the influence of metacognitive awareness on receptive skills in higher education students. Moreover, participants’ level of metacognitive awareness was also taken into account. The research utilized a survey in the form of Metacognitive Awareness Listening Questionnaire (MALQ) and Metacognitive Awareness Reading Strategy Inventory (MARSI) and test of listening and reading comprehension to collect the data and multiple regression to analyze it. The participants were 59 English educational students in the first semester of a public university in Yogyakarta. The finding shows there is a significant influence of metacognitive awareness on receptive skills. However, there is the only significant influence of metacognitive awareness on reading skills. In contrast, there is no significant influence of metacognitive awareness on listening skills. Most of the students are categorized at a high level of metacognitive awareness in listening and reading. However, they have relatively poor scores in the D and E categories for both listening and reading comprehension tests. The only skill which has a significant influence on metacognitive awareness is reading skills. Therefore, the findings show that there is no significant influence of metacognitive awareness on listening skills. However, there is a significant influence of metacognitive awareness on reading skills. Further research needs to be conducted to reveal the different influences between reading and listening skills related to metacognitive awareness, as found in the research.

APA, Harvard, Vancouver, ISO, and other styles

23

Ganschow, Leonore, and Donald B. Weber. "Effects of Mode of Presentation on Comprehension of below Average, Average and above Average Readers." Perceptual and Motor Skills 64, no. 3 (June 1987): 899–905. http://dx.doi.org/10.2466/pms.1987.64.3.899.

Full text

Abstract:

300 subjects in Grades 4, 5, and 6 were randomly blocked into three conditions (reading only, listening only, or reading and listening) according to reading level (above average, average, and below average). The subjects were presented a 1500-word social studies passage and required to answer 25 multiple-choice questions concerning that passage. A 3 (grade) by 3 (reading level) by 3 (exposure condition) analysis of variance showed better performance by above average readers, poorest by those below average. Reading and listening and reading only gave higher scores.

APA, Harvard, Vancouver, ISO, and other styles

24

Robinett, Betty Wallace, Samuela Eckstut, and Despina Scoulos. "Real to Reel: Reading and Listening." Modern Language Journal 70, no. 4 (1986): 454. http://dx.doi.org/10.2307/326866.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Sinatra, Gale M. "Convergence of Listening and Reading Processing." Reading Research Quarterly 25, no. 2 (1990): 115. http://dx.doi.org/10.2307/747597.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Chamberlin, J. "Reading and Listening to Postcolonial Literature." University of Toronto Quarterly 73, no. 2 (April 2004): 795–804. http://dx.doi.org/10.3138/utq.73.2.795.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Short, Kathleen, S. Deniz Bucak, Francine Rosenthal, and Mark R. Raymond. "When Listening Is Better Than Reading." Academic Medicine 93, no. 5 (May 2018): 781–85. http://dx.doi.org/10.1097/acm.0000000000001906.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Botstein, Leon. "Who is Listening? Who is Reading?" Musical Quarterly 102, no. 1 (2019): 1–7. http://dx.doi.org/10.1093/musqtl/gdz013.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Aarnoutse, C., S. Brand-Gruwel, and R. Oduber. "Improving Reading Comprehension Strategies through Listening." Educational Studies 23, no. 2 (July 1997): 209–27. http://dx.doi.org/10.1080/0305569970230205.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Horowitz, Rosalind, and S. Jay Samuels. "Reading and Listening to Expository Text." Journal of Reading Behavior 17, no. 3 (September 1985): 185–98. http://dx.doi.org/10.1080/10862968509547539.

Full text

Abstract:

Poor reading comprehension may result from a general comprehension problem, a decoding problem, or a combination of these problems. Using a counterbalanced design, 38 good and poor sixth-grade readers read aloud and listened to easy and hard texts. Immediately after reading and listening, students orally retold what they had read or heard. Their recalls were scored for number of idea units produced. Results indicated no difference in listening comprehension between good and poor readers for either easy or hard texts, but a significant difference in oral reading comprehension in favor of good readers on both easy and hard texts. The finding of no difference in listening suggests that the poor readers in this sample did not have a general comprehension problem, while their poor oral reading performance indicates that they did have a decoding problem. These findings support a more complex comprehension process model of listening and reading than has typically been described in the literature.

APA, Harvard, Vancouver, ISO, and other styles

31

Carlisle, Joanne F., and Lucile Felbinger. "Profiles of Listening and Reading Comprehension." Journal of Educational Research 84, no. 6 (July 1991): 345–54. http://dx.doi.org/10.1080/00220671.1991.9941815.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Casalis, Séverine, Christel Leuwers, and Heather Hilton. "Syntactic Comprehension in Reading and Listening." Journal of Learning Disabilities 46, no. 3 (June 18, 2012): 210–19. http://dx.doi.org/10.1177/0022219412449423.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Linkis, Sara Tanderup. "Reading spaces." SoundEffects - An Interdisciplinary Journal of Sound and Sound Experience 10, no. 1 (January 15, 2021): 42–55. http://dx.doi.org/10.7146/se.v10i1.124197.

Full text

Abstract:

Following ‘the audiobook boom’ of recent years, born-audio narratives have emerged: texts produced specifi cally for the audiobook format and intended for mobile audio consumption. Focusing on this category of works, this article examines how the audiobook draws attention to places and situations in which we read, and how these places, in turn, infl uence the content and experience of literary works. Drawing on theories on mobile reading and listening by, for example, Michael Bull (2007), Lutz Koepnick (2013, 2019), and Iben Have and Birgitte Stougaard Pedersen (2015, 2020), I investigate the case of Storytel Originals, texts produced specifi cally for sound by the Swedish subscription service Storytel. Focusing first on the Danish Originals series Askehave (2019-2020) by Jakob Melander, I examine how Storytel promotes a situated reading experience for a mobile listener. Next, I move on to investigate what happens to the audiobook experience when the listener is not mobile: Cecilia Garme’s Original series Dagbok Från Coronabubblan (2020) describes everyday life during the corona crisis in spring 2020. Analysing the diary’s refl ections on the isolation at home and the listeners’ response to this text, I examine how the audiobook produces a social and intimate listening space. Based on these two examples, I point to two different tendencies in the content and usage of original audiobooks, one refl ecting how mobile listening promotes situated reading experiences in public and another focusing on the construction of social reading spaces at home.

APA, Harvard, Vancouver, ISO, and other styles

34

Lo, Chih-Cheng, Hsifu Wen, and Yi-Shuang Lin. "The Effect of Readers Theater on EFL Seventh-Graders’ Reading and Listening Comprehension." SAGE Open 11, no. 3 (July 2021): 215824402110383. http://dx.doi.org/10.1177/21582440211038388.

Full text

Abstract:

While the effect of Readers Theater (RT) on English oral reading fluency has been extensively investigated, research on the effect of RT on adolescents’ English reading and listening comprehension was scant and yielded different results. This research aimed to explore how RT instruction influenced English as a Foreign Language (EFL) students, especially adolescents, in English reading and listening comprehension. This article conducted a 10-week quasi-experimental design involving two intact classes of 68 seventh-grade students from central Taiwan. The instruments included pretests and posttests of English reading and listening comprehension and nine students were interviewed for an in-depth analysis. The results revealed that the experimental group statistically significantly outperformed the control group on reading comprehension, but not on listening comprehension. Consequently, despite the advantages of RT instruction on reading comprehension stated in the article, interaction among learners in terms of listening comprehension is needed to be emphasized in the course when adopting the RT instruction.

APA, Harvard, Vancouver, ISO, and other styles

35

Hedrick, Wanda B., and James W. Cunningham. "The Relationship between Wide Reading and Listening Comprehension of Written Language." Journal of Reading Behavior 27, no. 3 (September 1995): 425–38. http://dx.doi.org/10.1080/10862969509547890.

Full text

Abstract:

This study was the first to examine the relationship between wide reading and listening comprehension in the first language. It answered two questions concerning this relationship. First, higher levels of wide reading were associated with stronger listening comprehension ability. Second, there was indirect evidence to suggest that wide readers may be increasing their listening comprehension ability. One hundred and twenty fourth graders were measured on general language ability, estimated amount of wide reading, and reading-related language ability. A hierarchical regression logic was used to isolate the relationship between wide reading and reading-related language development. Further research that more directly investigates the relationship between wide reading and reading-related language development is called for.

APA, Harvard, Vancouver, ISO, and other styles

36

Mushait, Saud, and Mohammed Ali Mohsen. "Is Listening Comprehension a Comprehensible Input for L2 Vocabulary Acquisition?" International Journal of English Linguistics 9, no. 6 (October 13, 2019): 77. http://dx.doi.org/10.5539/ijel.v9n6p77.

Full text

Abstract:

Vocabulary learning has received considerable attention from reading comprehension input in second language acquisition research. However, a little is known about vocabulary gains from listening comprehension input. This paper aims to review L2 vocabulary gains from listening comprehension input in comparison to reading comprehension and reading while listening comprehension activities. We search for the terms “vocabulary learning”, “vocabulary acquisition”, and “listening comprehension” in several international databases to elicit target studies. The target studies have been reviewed in terms of focus, methodology employed, L2 environment, type of participants, and findings. Results of the review found that vocabulary acquisition from listening comprehension input was significant—though less than reading input—for long run and could be stored in long term memory. Therefore, it could be retrieved more easily than vocabulary from reading comprehension input. Recommendations and suggestions for future research have been given at the end of the article.

APA, Harvard, Vancouver, ISO, and other styles

37

Chiu, Y. D. "The Simple View of Reading Across Development: Prediction of Grade 3 Reading Comprehension From Prekindergarten Skills." Remedial and Special Education 39, no. 5 (September 2018): 289–303. http://dx.doi.org/10.1177/0741932518762055.

Full text

Abstract:

We assessed the simple view of reading as a framework for Grade 3 reading comprehension in two ways. We first confirmed that a structural equation model in which word recognition, listening comprehension, and reading comprehension were assessed by multiple measures to inform each latent construct provided an adequate fit to this model in Grade 3. We next examined how well prekindergarten (pre-K) oral language (vocabulary, grammar, discourse) and code-related (letter and print knowledge, phonological processing) skills predicted Grade 3 reading comprehension, through the two core components of the simple view: word recognition and listening comprehension. Strong relations were evident between pre-K skills and the complementary Grade 3 constructs of listening comprehension and word recognition. Notably, the pre-K latent constructs of oral language and code-related skills were strongly related to each other, with a much weaker (nonsignificant) relation between the complementary Grade 3 constructs of listening comprehension and word recognition.

APA, Harvard, Vancouver, ISO, and other styles

38

Prahl, Alison, and C. Melanie Schuele. "Reading and Listening Comprehension in Individuals With Down Syndrome and Word Reading–Matched Typically Developing Children." American Journal of Speech-Language Pathology 31, no. 1 (January 18, 2022): 359–74. http://dx.doi.org/10.1044/2021_ajslp-21-00208.

Full text

Abstract:

Purpose: The purpose of this study was to explore the reading comprehension and listening comprehension performance of English-speaking children with Down syndrome (DS) compared with word reading–matched typically developing (TD) children. Method: Participants included 19 individuals with DS ( M age = 17;2 [years;months], range: 11;1–22;9) and 19 word reading–matched TD children ( M age = 7;2, range: 6;6–8;1). Participants completed three norm-referenced measures of reading comprehension and three norm-referenced measures of listening comprehension. Dependent variables were raw scores on each measure, with the exception of scaled scores on one reading comprehension measure. Results: Independent-samples t tests with Bonferroni-adjusted alpha levels of .008 revealed a significant between-groups difference for two of three reading comprehension measures. The mean raw scores were lower for the DS group than the TD group, with large effect sizes. Independent-samples t tests with Bonferroni-adjusted alpha levels of .008 revealed a significant between-groups difference for three of three listening comprehension measures. The mean raw scores on the three measures were lower for the DS group than the TD group, with large effect sizes. Conclusions: The DS group, despite being matched on word reading to the TD group, demonstrated reduced reading comprehension skills as compared with the TD group. Thus, as individuals with DS acquire word reading skills, it appears that they are unable to translate word reading success to achieve reading comprehension at the expected level (i.e., as indexed by typical readers). The between-groups differences in listening comprehension suggest that deficits in listening comprehension likely are a barrier to reading comprehension proficiency for children with DS. Listening comprehension may be a malleable factor that can be targeted to improve reading comprehension outcomes for individuals with DS.

APA, Harvard, Vancouver, ISO, and other styles

39

Granena, Gisela, Carmen Muñoz, and Elsa Tragant. "L1 reading factors in extensive L2 reading-while-listening instruction." System 55 (December 2015): 86–99. http://dx.doi.org/10.1016/j.system.2015.09.005.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Zahran, Faten A., and Edward Owusu. "Shadow-Reading Strategy Effect on EFL Listening Comprehension Skills and Motivation." International Journal of Linguistics, Literature and Translation 3, no. 10 (October 30, 2020): 18–29. http://dx.doi.org/10.32996/ijllt.2020.3.10.3.

Full text

Abstract:

This paper examines the effect of shadow reading strategy on secondary school students’ listening comprehension skills and motivation. These participants, who constituted the human subjects for the study, were ninth-year students pursuing other subjects in Arabic and learning English as a Foreign Language (EFL) as well. The research questions asked to accomplish the purpose of the study focused on: (1) Determining listening comprehension skills suitable for the EFL secondary school students; (2) Finding out differences in listening comprehension test regarding the experimental and control group; and (3) Finding out differences in listening motivation scale scores regarding experimental and control group. Three instruments – designed by the researchers – that include: (listening comprehension skills checklist, listening comprehension skills test and listening motivation scale) were used. Results showed that the regular method used to teach listening is not as significant as the shadow reading strategy that developed listening comprehension skills and motivation. Consequently, the experimental group students outperformed their counterparts (the control group) in listening comprehension skills and motivation scores.

APA, Harvard, Vancouver, ISO, and other styles

41

Rashtchi, Mojgan, and Leila Mohammad Yousefi. "Reading input flooding versus listening input flooding: Can they boost speaking skill?" Journal of Language and Cultural Education 5, no. 1 (January 1, 2017): 39–58. http://dx.doi.org/10.1515/jolace-2017-0003.

Full text

Abstract:

Abstract The present study compared the effects of reading input flooding and listening input flooding techniques on the accuracy and complexity of Iranian EFL learners’ speaking skill. Participants were 66 homogeneous intermediate EFL learners who were randomly divided into three groups of 22: Reading input flooding group, listening input flooding group, and control group. The reading flooded input group was exposed to the numerous examples of the target structures through reading. In the same phase, the listening group was given relatively the same task, through listening. The participants’ monologues in the posttest were separately recorded, and later transcribed and coded in terms of accuracy and complexity through Bygate’s (2001) standard coding system. The results of ANCOVA indicated the outperformance of reading input flooding group. The study also supported the trade-off effects (Skehan, 1998, 2009) between accuracy and complexity.

APA, Harvard, Vancouver, ISO, and other styles

42

Gromko, Joyce Eastlund, and Christine Russell. "Relationships among Young Children's Aural Perception, Listening Condition, and Accurate Reading of Graphic Listening Maps." Journal of Research in Music Education 50, no. 4 (December 2002): 333–42. http://dx.doi.org/10.2307/3345359.

Full text

Abstract:

The purpose of our study was to explore relationships among children's aural perception, music listening condition, and the accuracy of children's reading of listening maps. The aural discrimination skills of 41 elementary children were tested using the Intermediate Measures of Musical Audiation (IMMA). The children were then systematically assigned to one of three listening conditions: passive, unstructured active, or structured active. After listening to European art music according to their assigned condition, every child traced a graphic listening map while listening to the music a second time. Results of an ANCOVA with accuracy of map reading as the dependent variable, listening condition as factor, and IMMA as covariate, showed a significant effect for the IMMA [F (1, 37) = 8.86, p < .01], but no significant effect for listening condition. In a separate analysis, IMMA scores were shown to be related to piano experience. When group means for accuracy of map reading were compared by piano experience, children with piano experience had a significantly higher mean accuracy score of 48.25, SD = 18.75 (n = 16) compared to children with no piano experience, M = 32.44, SD = 17.39 (n = 25), t = 2.76, p < .01. Our results support previous research in which investigators found that music experience explained accuracy of music-reading ability in children and adults.

APA, Harvard, Vancouver, ISO, and other styles

43

Sapoetra, Jimmy. "Listening, Grammar and Reading Comprehension Skills of the Test of English as a Foreign Language: A Correlational Study." Humaniora 8, no. 1 (January 31, 2017): 11. http://dx.doi.org/10.21512/humaniora.v8i1.3692.

Full text

Abstract:

The article aimed to investigate whether there was a correlation among the language skills and components. The researcher took two language skills and one language component to be part of the research: listening, reading comprehension skills, and grammar mastery. In the research, there were several questions regarding the three variables of listening, reading, and grammar which were focusing on the correlation among the variables. The independent variable was grammar mastery (X) while the independent variables were listening comprehension (Y1) and reading comprehension (Y2). The data collection was taken from the population of Grade X Budi Luhur Senior High School students, Tangerang, with 40 students served as a sample. The research was conducted using the quantitative method with the help of statistical calculation of Pearson Product Moment Correlation to prove whether there was a significant correlation among the three variables. As a result, it is proven that there is no significant correlation between grammar mastery and both listening and reading skills while there is a quite strong correlation between listening and reading skills of the students.

APA, Harvard, Vancouver, ISO, and other styles

44

Chen, Ru San, and Frank R. Vellutino. "Prediction of Reading Ability: A Cross-Validation Study of the Simple View of Reading." Journal of Literacy Research 29, no. 1 (March 1997): 1–24. http://dx.doi.org/10.1080/10862969709547947.

Full text

Abstract:

The Simple View of Reading, as originally articulated by Gough and Tunmer (1986), proposes that reading comprehension ability can be predicted by the product term of two components: decoding and listening comprehension (R = D × L). Based on a longitudinal study evaluating developmental reading in bilingual children, Hoover and Gough (1990) reported results providing initial support for the model. The present study attempted to cross-validate the Simple View of Reading using a sample of children with English as their first language. Results support the idea that reading comprehension ability can be decomposed into decoding and listening comprehension abilities, but they do not support the assumption that all or most of the substantive variance in reading comprehension can be explained by the multiplicative combination of decoding and listening comprehension. They do, however, support a more complicated version of the model, which requires the inclusion of both the linear and the product terms in predicting reading comprehension from decoding and language comprehension (R = D + L + D × L).

APA, Harvard, Vancouver, ISO, and other styles

45

Bozorgian, Hossein. "Listening Skill Requires a Further Look into Second/Foreign Language Learning." ISRN Education 2012 (September 5, 2012): 1–10. http://dx.doi.org/10.5402/2012/810129.

Full text

Abstract:

Current English-as-a-second and foreign-language (ESL/EFL) research has encouraged to treat each communicative macroskill separately due to space constraint, but the interrelationship among these skills (listening, speaking, reading, and writing) is not paid due attention. This study attempts to examine first the existing relationship among the four dominant skills, second the potential impact of reading background on the overall language proficiency, and finally the relationship between listening and overall language proficiency as listening is considered an overlooked/passive skill in the pedagogy of the second/foreign language classroom. However, the literature in language learning has revealed that listening skill has salient importance in both first and second language learning. The purpose of this study is to investigate the role of each of four skills in EFL learning and their existing interrelationships in an EFL setting. The outcome of 701 Iranian applicants undertaking International English Language Testing System (IELTS) in Tehran demonstrates that all communicative macroskills have varied correlations from moderate (reading and writing) to high (listening and reading). The findings also show that the applicants’ reading history assisted them in better performing at high stakes tests, and what is more, listening skill was strongly correlated with the overall language proficiency.

APA, Harvard, Vancouver, ISO, and other styles

46

Pan, Xiaoxuan. "Receptive Skills." Learning & Education 10, no. 5 (March 13, 2022): 157. http://dx.doi.org/10.18282/l-e.v10i5.2716.

Full text

Abstract:

The training of reading and listening ability is very important in a comprehension lesson of English as a second language teaching. it refers to some factors, for example, inherent in the reading and listening material (its linguistic difficulties, contents, length and types), some are presented on the students (their motivation and level). The receptive skills of listening and reading is different in many ways, the essay provides a basic model and specific activities for teaching and organizing them.

APA, Harvard, Vancouver, ISO, and other styles

47

Rukthong, Anchana, and Tineke Brunfaut. "Is anybody listening? The nature of second language listening in integrated listening-to-summarize tasks." Language Testing 37, no. 1 (August 30, 2019): 31–53. http://dx.doi.org/10.1177/0265532219871470.

Full text

Abstract:

Integrated test tasks, such as listening-to-speak or reading-to-write, are increasingly used in second language assessment despite relatively limited empirical insights into what they assess. Most research on integrated tasks has primarily focused on the productive skills involved; studies exploring the receptive skills mostly investigated tasks with reading input. Little is known about the nature of listening comprehension in integrated listening-to-write or listening-to-speak tasks. This study therefore investigates the listening construct underlying integrated tasks with oral input and its effect on summary accuracy. Eight listening-to-summarize tasks (four listening-to-speak, four listening-to-write) were administered to 72 Thai-L1, English-L2 students. Sixty participants provided their views on sources of listening difficulty through post-task questionnaires. Twelve participants produced stimulated recalls on their listening comprehension processing. The analyses of the recalls, combined with participants’ listening notes and oral/written summaries, revealed participants’ use of several cognitive listening processes and their monitoring through (meta)cognitive strategies, functioning interactively and interdependently in complex ways. The use of listening processes and strategies varied between tasks with different listening inputs, partly owing to differences in the passages’ linguistic difficulty (as perceived by the participants). However, the successful application of these processes and strategies (and their combinations) proved to be a prerequisite for producing accurate summaries.

APA, Harvard, Vancouver, ISO, and other styles

48

Chang, Anna, Sonia Millett, and Willy Ardian Renandya. "Developing Listening Fluency through Supported Extensive Listening Practice." RELC Journal 50, no. 3 (March 10, 2018): 422–38. http://dx.doi.org/10.1177/0033688217751468.

Full text

Abstract:

Although second language listening has become a rather active area of research in the past ten years, some topics such as listening fluency development and extensive listening (EL) have not received much attention. The purpose of the present study is to examine the levels of listening support that might be needed to facilitate L2 learners’ listening fluency development. Sixty-nine EFL college students completed a full intervention through one of the three modes: (1) listening only (LO), (2) reading only (RO), and (3) reading while listening plus listening only (RLL). Ten level-1, 10 level-2 and 8 level-3 (audio) graded readers were used as the study materials within three 13-week periods. Listening tests were given before the intervention (pre-test) and after they finished each level of the texts (post-tests 1, 2 and 3). The research questions addressed effect sizes of the scores’ changes from the pre-test to each of the post-tests in each group on their comprehension of practised and unpractised texts. The results show that in comprehending the practised texts, the LO and RLL groups could comprehend the more complicated texts at faster speech rates and also maintain higher levels of comprehension. When listening to the unpractised texts, the RLL group could do as well as they did on the practised texts, but the LO group could process the more difficult texts at faster speech rates without decreasing their comprehension levels. As predicted, the RO group performed poorly on the tests. Pedagogical implications for facilitating the effectiveness of extensive listening practice are discussed.

APA, Harvard, Vancouver, ISO, and other styles

49

Anceaux, Heiko. "Een Onderzoek Naar De Effecten Van Luister- En Leesvaardigheids-Training." Toegepaste Taalwetenschap in Artikelen 26 (January 1, 1986): 7–17. http://dx.doi.org/10.1075/ttwia.26.02anc.

Full text

Abstract:

This article discusses the final written results of a research project carried out in a number of first-year forms in three Dutch schools for secondary education. In each of the three schools the research project offered a light-weight extra listening programme in class A, and a light-weight extra reading programme in class B, while the regular programme for French was carried out in class C, which served as a control group. At the end of the school year the pupils' reading and listening ability, grammatical knowledge and vocabulary (receptive as well as productive) were evaluated in classes, and C. The general conclusion is that at the elementary level a light-weight extra listening programme does indeed lead to a high degree of listening ability when compared with the other groups. This holds good to an even slightly greater extent for the light-weight extra reading programme. Moreover, it appears that the extra reading programme also leads to a high degree of listening ability. The control groups who had the greatest amount of grammatical training, do indeed score highest in grammar tests, but this knowledge does not become apparent at all in the ability tests /reading and listening). The results of the vocabulary tests are hardly clear. It is probable that at this level reading promotes the acquisition of a productive vocabulary. In the ability test girls generally score higher than boys.

APA, Harvard, Vancouver, ISO, and other styles

50

박은 and Bae, Sang-Hee. "L2 Listening Comprehension and Learner Perception of LCPs by Reading-while-listening." Studies in Linguistics ll, no. 43 (April 2017): 299–319. http://dx.doi.org/10.17002/sil..43.201704.299.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Listening and reading'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles