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Related Experiment Videos

Improving listening in the elementary grades

P M Meinders, V W Byers

    Journal of Communication Disorders
    |November 1, 1981
    PubMed
    Summary
    This summary is machine-generated.

    Teaching elementary students a six-question stratagem significantly improved listening skills. This direct instruction in small groups enhanced comprehension across second, fourth, and sixth grades, demonstrating effective listening skill development.

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    Area of Science:

    • Educational Psychology
    • Cognitive Development in Children

    Background:

    • Listening skills are crucial for academic success.
    • Direct instruction can enhance specific cognitive abilities in students.

    Purpose of the Study:

    • To evaluate the effectiveness of a specific listening stratagem on elementary students' listening skills.
    • To determine if direct teaching of questioning techniques improves comprehension.

    Main Methods:

    • Thirty-six students across second, fourth, and sixth grades were taught a six-question stratagem (who, what, when, where, why, how).
    • Students participated in small group sessions three times weekly.
    • Pre- and post-tests were administered to measure listening skill improvement.

    Main Results:

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    • Statistically significant improvements in listening skills were observed in students participating in the program.
    • Second graders improved by 23% (3.92 correct answers), fourth graders by 23% (5.75 correct answers), and sixth graders by 12% (4.55 correct answers).
    • Control groups in fourth and sixth grades showed no improvement; second-grade control group showed a 9% improvement.

    Conclusions:

    • Direct, targeted teaching of a questioning stratagem in a small group setting effectively improves elementary students' listening skills.
    • The intervention demonstrated measurable gains in listening comprehension across different grade levels.
    • Small group instruction appears to be a beneficial format for skill development.