IMPROVING READING-COMPREHENSION STRATEGIES THROUGH LISTENING

The goal of this study was to determine whether it is possible to teac h children with serious decoding problems four text comprehension stra tegies in listening contexts. The subjects were 9-11 year old students from special schools for children with learning disabilities. All the students were very poor at decoding; half of the group were also poor listeners, whereas the other half consisted of normal listeners. The experimental children were trained in strategies of clarifying, questi oning, summarising and predicting through a combination of reciprocal teaching and direct instruction. The results indicated significant pro gramme effects on a strategic listening comprehension test. A transfer effect on general listening comprehension and general reading compreh ension tests was not found. The poor listeners within the experimental group did nor perform better than the normal listeners.