Journal articles: 'Reading while listening'

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

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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.

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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.

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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.

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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.

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Valentini, Alessandra, Jessie Ricketts, Rachel E. Pye, and Carmel Houston-Price. "Listening while reading promotes word learning from stories." Journal of Experimental Child Psychology 167 (March 2018): 10–31. http://dx.doi.org/10.1016/j.jecp.2017.09.022.

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Chen, Yingzhao. "Comparing incidental vocabulary learning from reading-only and reading-while-listening." System 97 (April 2021): 102442. http://dx.doi.org/10.1016/j.system.2020.102442.

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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.

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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.

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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.

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Huế, Nguyễn Thị, Phạm Thị Hoàng Ngân, Mai Thị Thanh Thu, and Vũ Thị Thu Phương. "STUDENTS’ RESPONSE TO READING WHILE LISTENING GRADED STORIES ACTIVITIES." Tạp chí Khoa học và Công nghệ - Đại học Thái Nguyên 199, no. 06 (June 17, 2019): 119–26. http://dx.doi.org/10.34238/tnu-jst.2019.06.1438.

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Hầu hết các nghiên cứu gần đây về phương pháp Đọc và nghe song song (Reading while listening) chỉ tập trung vào hiệu quả của phương pháp này hoặc so sánh với các phương pháp khác hay sử dụng phương pháp nghiên cứu định lượng. Mục đích của nghiên cứu hành động định tính này nhằm trả lời câu hỏi sinh viên năm thứ nhất tại trường Đại học Điều dưỡng Nam Định phản hồi như thế nào và tại sao khi áp dụng kỹ thuật đọc và nghe song song các câu truyện ngắn được đơn giản hóa trong lớp học tiếng Anh. Để thu thập và đối chiếu thông tin, nhóm nghiên cứu đã sử dụng 3 phương pháp thu thập dữ liệu gồm: phỏng vấn nhóm, phỏng vấn cá nhân và quan sát. Đối tượng nghiên cứu là 15 sinh viên năm nhất tại Đại học Điều dưỡng Nam Định với trình độ khác nhau từ sơ cấp tới tiền trung cấp. Dữ liệu được phân tích theo chủ đề (thematically analysis). Sau 14 tuần áp dụng phương pháp này, sinh viên phản hồi tích cực về mức độ tham gia vào các hoạt động và lợi ích của các hoạt động nói trên với sự phát triển ngôn ngữ; tuy nhiên, vẫn còn một số vấn đề liên quan đến các hoạt động bổ trợ và việc lựa chọn các câu truyện.

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van Bon, Wim H. J., Lidwien M. Boksebeld, Tonneke A. M. Font Freide, and Ardine J. M. van den Hurk. "A Comparison of Three Methods of Reading-While-Listening." Journal of Learning Disabilities 24, no. 8 (October 1991): 471–76. http://dx.doi.org/10.1177/002221949102400805.

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Tragant, Elsa, and Anna Vallbona. "Reading while listening to learn: young EFL learners’ perceptions." ELT Journal 72, no. 4 (April 23, 2018): 395–404. http://dx.doi.org/10.1093/elt/ccy009.

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Lane, Pinkie Gordon. "Reading Poetry by Henry Dumas While Listening to Cool Jazz." Black American Literature Forum 22, no. 2 (1988): 275. http://dx.doi.org/10.2307/2904516.

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Ranto Rozak, R., M. Saleh, D. A. Linggar Bharati, and D. Sutopo. "Reading While Listening (RWL) in an Extensive Listening Course to Reduce Student Teachers’ Foreign Language Listening Anxiety (FLLA)." KnE Social Sciences 3, no. 10 (March 17, 2019): 349. http://dx.doi.org/10.18502/kss.v3i10.3916.

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Winn, Beth D., Christopher H. Skinner, Renee Oliver, Andrea D. Hale, and Mary Ziegler. "The Effects of Listening While Reading and Repeated Reading on the Reading Fluency of Adult Learners." Journal of Adolescent & Adult Literacy 50, no. 3 (November 2006): 196–205. http://dx.doi.org/10.1598/jaal.50.3.4.

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Chang, Anna C. S. "Gains to L2 listeners from reading while listening vs. listening only in comprehending short stories." System 37, no. 4 (December 2009): 652–63. http://dx.doi.org/10.1016/j.system.2009.09.009.

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Kim, Eun-Soo, and Eun-Joo Lee. "The Effect of ‘Reading while Listening’ Combined with ‘Parsing with Pauses’ on EFL Listening Comprehension." Modern Studies in English Language & Literature 65, no. 1 (February 28, 2021): 245–65. http://dx.doi.org/10.17754/mesk.65.1.245.

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Hale, Andrea D., Christopher H. Skinner, Beth D. Winn, Renee Oliver, Jessica D. Allin, and Cherish C. M. Molloy. "An investigation of listening and listening-while-reading accommodations on reading comprehension levels and rates in students with emotional disorders." Psychology in the Schools 42, no. 1 (2004): 39–51. http://dx.doi.org/10.1002/pits.20027.

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Teng, Feng. "Incidental vocabulary acquisition from reading-only and reading-while-listening: a multi-dimensional approach." Innovation in Language Learning and Teaching 12, no. 3 (July 15, 2016): 274–88. http://dx.doi.org/10.1080/17501229.2016.1203328.

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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.

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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.

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Reitsma, Pieter. "Reading Practice for Beginners: Effects of Guided Reading, Reading-While-Listening, and Independent Reading with Computer-Based Speech Feedback." Reading Research Quarterly 23, no. 2 (1988): 219. http://dx.doi.org/10.2307/747803.

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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.

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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.

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Wong, Wynne. "MODALITY AND ATTENTION TO MEANING AND FORM IN THE INPUT." Studies in Second Language Acquisition 23, no. 3 (September 2001): 345–68. http://dx.doi.org/10.1017/s0272263101003023.

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VanPatten (1990) found that L2 learners of Spanish have difficulty simultaneously attending to meaning and form of aural input. This partial replication of VanPatten (1990) addresses the effect of modality on attention to meaning and form by including a written mode and by using a different L2, that is, English as a foreign language. Six tasks were used in this study: (a) listening to the passage for content only, (b) listening for content while attending to the content word inflation, (c) listening for content while attending to the definite article the, (d) reading the passage for content only, (e) reading the passage for content while attending to the content word inflation, and (f) reading for content while attending to the definite article the. Task results in the aural mode mirrored those of VanPatten's original study, but significant differences were not observed for tasks in the written mode. Furthermore, results revealed that listening was more difficult than reading, suggesting that modality is a variable that influences how learners process input. Avenues for future research are discussed.

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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.

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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.

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Skinner, Christopher H., Daniel H. Robinson, Kelly L. Adamson, Leigh A. Atchison, and John R. Woodward. "Effects of Different Listening-While-Reading Rates on Comprehension in Secondary Students with Reading Deficits." Special Services in the Schools 13, no. 1-2 (August 24, 1998): 115–28. http://dx.doi.org/10.1300/j008v13n01_08.

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Hawkins, Renee O., Richard Marsicano, Ara J. Schmitt, Elizabeth McCallum, and Shobana Musti-Rao. "Comparing the Efficiency of Repeated Reading and Listening-While-Reading to Improve Fluency and Comprehension." Education and Treatment of Children 38, no. 1 (2015): 49–70. http://dx.doi.org/10.1353/etc.2015.0005.

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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.

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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.

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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.

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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.

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Pellicer-Sánchez, Ana, Elsa Tragant, Kathy Conklin, Michael Rodgers, Raquel Serrano, and Ángels Llanes. "YOUNG LEARNERS’ PROCESSING OF MULTIMODAL INPUT AND ITS IMPACT ON READING COMPREHENSION." Studies in Second Language Acquisition 42, no. 3 (April 15, 2020): 577–98. http://dx.doi.org/10.1017/s0272263120000091.

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AbstractTheories of multimedia learning suggest that learners can form better referential connections when verbal and visual materials are presented simultaneously. Furthermore, the addition of auditory input in reading-while-listening conditions benefits performance on a variety of linguistic tasks. However, little research has been conducted on the processing of multimedia input (written text and images) with and without accompanying audio. Eye movements were recorded during young L2 learners’ (N = 30) processing of a multimedia story text in reading-only and reading-while-listening conditions to investigate looking patterns and their relationship with comprehension using a multiple-choice comprehension test. Analysis of the eye-movement data showed that the presence of audio in reading-while-listening conditions allowed learners to look at the image more often. Processing time on text was related to lower levels of comprehension, whereas processing time on images was positively related to comprehension.

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Davidson, Thomas J., Younji Ryu, Birgit Brecknell, Robert G. Loeb, and Penelope M. Sanderson. "The Impact of Concurrent Linguistic Tasks on Participants’ Identification of Spearcons." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 63, no. 1 (November 2019): 668. http://dx.doi.org/10.1177/1071181319631319.

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Spearcons (time-compressed speech) may be a viable display for patient monitoring, but the impact of concurrent linguistic tasks on spearcons has not been examined. We tested whether different concurrent linguistic tasks worsen participants’ identification of spearcons. Experiment 1 tested participants’ identification of spearcons representing 2 vital signs of 5 patients while participants did either no concurrent task, reading, or saying linguistic tasks. Experiment 2 tested identification of 48 single patient-monitoring spearcons while participants did no concurrent task, reading, listening, and saying linguistic tasks. In Experiment 1 the saying task worsened participants’ identification of spearcons compared with the other tasks. In Experiment 2, the saying and listening tasks each reduced participants’ accuracy at identifying spearcons, but the reading task did not. Listening had no more effect than the saying task did. Concurrent listening and saying tasks worsen participants’ identification of spearcons, probably due to auditory modality interference in working memory.

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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.

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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.

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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.

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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.

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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.

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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.

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Rose, Terry L., and John R. Beattie. "Relative Effects of Teacher-Directed and Taped Previewing on Oral Reading." Learning Disability Quarterly 9, no. 3 (August 1986): 193–99. http://dx.doi.org/10.2307/1510464.

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An alternating-treatments design was used to investigate the relative effects of two previewing procedures on oral reading: (a) listening previewing, in which the teacher read the assigned passage aloud while the student followed along silently prior to reading the passage aloud; and (b) taped previewing, in which the student listened to prerecorded reading passages while following along silently prior to reading the passage aloud. Subjects were four elementary-aged learning disabled (LD) boys. Compared to a no-previewing approach, systematic previewing procedures were found to be related to higher performance levels. In addition, the listening procedure was differentially related to higher rates of words read correctly. Neither previewing procedure was related to changes in error rates. Implications of results are drawn for research and instruction.

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Blonder, Megan, Christopher H. Skinner, Dennis Ciancio, Samantha Cazzell, Katie Scott, Carrie Jaquett, Jonah Ruddy, and Kelly Thompson. "A Comparison of Comprehension Accuracy and Rate: Repeated Readings and Listening While Reading in Second-Grade Students." Contemporary School Psychology 23, no. 3 (January 16, 2018): 231–44. http://dx.doi.org/10.1007/s40688-017-0169-3.

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Lane, Pinkie Gordon. "Portrait; Children and: Reading Poetry by Henry Dumas While Listening to Cool Jazz." African American Review 50, no. 4 (2017): 365–67. http://dx.doi.org/10.1353/afa.2017.0051.

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Gobel, Peter, and Makimi Kano. "Implementing a year-long reading while listening program for Japanese University EFL students." Computer Assisted Language Learning 27, no. 4 (December 16, 2013): 279–93. http://dx.doi.org/10.1080/09588221.2013.864314.

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Triastuti, N. Juni, and Intan Kusuma Dewi. "The relationship between listening to religious music and reading al-Qur'an to anxiety levels of medical students." International Journal of Research in Medical Sciences 7, no. 1 (December 26, 2018): 125. http://dx.doi.org/10.18203/2320-6012.ijrms20185366.

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Background: The rate of anxiety in students of the Faculty of Medicine, University of Muhammadiyah Surakarta is still high at 57.1% for moderate anxiety, while those including mild anxiety levels are 36.7% and severe anxiety levels are 6.1%. Tranquility in the soul can be obtained from listening to religious music and reading the Qur'an (recitations). This study aims to determine the relationship of listening to religious music and reading the Qur'an (recitations) to the level of anxiety.Methods: This study was an analytic observational study with a cross sectional approach. Samples were taken by purposive sampling. This study uses the TMAS questionnaire to assess anxiety. The number of samples is 54. Analysis of the data used is Chi-square and Logistic Regression.Results: The results of Chi-Square test about the relationship listening to religious music to anxiety levels showed p = 0.000 and the relationship of reading Al-Qur'an (tilawah) to anxiety showed p = 0.000 which p<0.05 present a significant correlation between two variables. Logistic Regression test results of listening to religious music to anxiety levels showed p = 0.008 and OR = 7.164 and the relationship of reading Al-Qur'an (tilawah) to anxiety levels showed p = 0.002 and OR = 8.244.Conclusions: There is a significant correlation between listening to religious music and reading the Qur'an (tilawah) with the level of anxiety of students in the Faculty of Medicine, Muhammadiyah University of Surakarta. Students who listen to religious music and often read the Qur'an (recitations) will reduce the risk of anxiety. Reading the Qur'an (recitations) is more influential on reducing the level of anxiety than listening to religious music.

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Aktar, Tasnima, and Dina Strong. "Relationships of International Students’ L2 Vocabulary, Receptive Skills, and Strategy Use: A Pathway College Context." English Language Teaching 12, no. 10 (September 17, 2019): 65. http://dx.doi.org/10.5539/elt.v12n10p65.

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A considerable amount of studies has been done on the relationship of L2 vocabulary and reading/listening, strategy use and reading/listening, and vocabulary and strategy use in different contexts among different levels of learners; however, little has been known about the relationships among all these variables with the same cohort of learners and particularly with international students including Asian students in a UK pathway college context. Furthermore, existing research on these relationships is inconclusive. This paucity and inconclusiveness invoke this attempt to understand the relationships of all these variables among pre-sessional international students. Quantitative data were collected from 31 Pre-Undergraduate (PU) and Pre-Masters (PM) international students via Strategy Inventory of Language Learning (SILL; Oxford, 1990), IELTS-style reading and listening tests, and an academic vocabulary test designed from Quizlet for class test. Results showed that there was no significant relation of vocabulary with reading and listening among the whole cohort of students and the PU group; however, there was a significant relationship between reading and listening among the whole cohort and the PU group. Among the PM group only, significant relationship was seen between vocabulary and reading. Social strategy category and some individual strategies were significantly correlated with reading among the whole cohort, and the significant correlation of social strategy category and reading was also true for the PM group. While memory strategies were significantly, positively correlated with vocabulary among the PM group, affective strategies were negatively correlated vocabulary among the PU group. Independent sample t-test revealed significant difference between the PM and PU groups on their vocabulary knowledge. Although the pattern of the relationships revealed was not always clear among these diverse international students, the findings could inform teaching L2 receptive skills with regards to vocabulary and strategies, with a view to facilitate learning of English as an L2 in a target language context.

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Gromko, Joyce E., and Allison Smith Poorman. "Does Perceptual-Motor Performance Enhance Perception of Patterned Art Music?" Musicae Scientiae 2, no. 2 (September 1998): 157–70. http://dx.doi.org/10.1177/102986499800200204.

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The purpose of this study was to compare children's ability to perceive form in patterned art music after listening to music under one of two conditions: map-reading versus perceptual-motor performance. Twenty-nine upper-elementary children from a private school in a midwestem city in America participated in the study, with 15 children in the map-reading group and 14 in the perceptual-motor group. Map-reading children scored a mean of 6.80 (SD = 2.96) out of a possible 12 points on the Form Perception test; children from the perceptual-motor performance condition scored a mean of 9.93 (SD = 1.54). A Mann-Whitney test on Form Perception scores by group yielded U = 175.5, p < .01. Children in the perceptual-motor group, who mirrored the teacher in performance of kinesthetic analogues while listening to patterned art music and who assembled a visual listening map, were significantly better at perception of the form in patterned art music. A regression of Form Perception scores on Age (y = − 5.01 + 0.10x) was significant, F (1, 13) = 8.14, p < .05, for the map-reading group. That is, Form Perception scores for younger children in the map-reading group were lower than those for older children. Whereas the sign of the slope was also positive for the perceptual-motor group (y = 4.96 + 0.04x), the relationship of Form Perception scores to Age was not significant, F (1, 12) = 3.30, n.s. The significant effect of Age in the map-reading group suggests that merely reading the listening map may not be sufficient for perception of form in younger children. Children who are still developing reading and memory skills may benefit from perceptual-motor involvement during music listening.

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Johansson, Roger, Kenneth Holmqvist, Frans Mossberg, and Magnus Lindgren. "Eye movements and reading comprehension while listening to preferred and non-preferred study music." Psychology of Music 40, no. 3 (March 10, 2011): 339–56. http://dx.doi.org/10.1177/0305735610387777.

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Tran, Du Thanh. "Teaching assimilations to improve listening skills for Vietnamese students." Vietnam Journal of Education 4, no. 4 (December 30, 2020): 88–92. http://dx.doi.org/10.52296/vje.2020.85.

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Few would deny that at the very first stage of learning, language learners have to spend most of their time on practising listening skills in communication inside and outside class. They have to listen to others speaking, listen to themselves while talking and even implicitly while reading and writing. Listening is an important way of acquiring the language as well as picking up the structures and vocabulary. With a careful observation of the current situation of Vietnamese learners’ listening competencies and a thorough review of reference materials in English language teaching and learning, it is hoped that the study will help heighten students’ awareness of the problematic sounds that they encounter when listening to colloquial, casual and connected speech.

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Raciti, S., and P. Mathams. "Training parents as effective listeners of their children's reading." Queensland Journal of Guidance and Counselling 1 (October 1987): 1–10. http://dx.doi.org/10.1017/s1030316200000339.

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This study briefly outlines the results of a pilot project within the Bowen Special Education District directed to the training of parents as effective listeners of children's oral reading. The study assesses the relevant listening behaviours of two parents before, during and after being involved in a Parent Helper's Reading Program. The effectiveness of the program is generally evident from the observed improvement in listening behaviours demonstrated by the parents. Furthermore, the increased competency in listening behaviours by parents is paralleled by a simultaneous improvement in oral reading and comprehension performance by the target children. Also, the children's generalisation of skills from home to school is noted by both parents and teachers. Overall, this study suggests two significant implications to be considered within the context of existing reading programs utilising adult helpers. Firstly, the use of untrained helpers within school reading programs needs to be questioned. Secondly, the effectiveness of parent helper programs is dependent upon the level of follow-up and monitoring made available to program participants. While the limitations of generalising from a project using only two subjects is realised, the results suggest important areas for future investigations.

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Andro, Jefri. "ANALYSIS OF LINGUISTICS INTELLIGENCE ON STUDENTS AT CLASS V SD NEGERI 169 PEKANBARU." JURNAL PAJAR (Pendidikan dan Pengajaran) 4, no. 3 (May 23, 2020): 536. http://dx.doi.org/10.33578/pjr.v4i3.7973.

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This research is motivated that there are some abilities that must be present in students namely speaking, reading, writing and listening ability that are closely related to student learning outcomes with indicators like palying words, reading and writing using the word ineffective both verbally and in writing. This study aims to look at the level of linguistic intelligence of elementary school students, consisting of reading, writing, speaking and listening skills. This type of the research was descriptive quantitative research. The population in this study was 175 students. The sample used in this study was a saturated sample. The results of reading skills got an average score of 54.61 with a high enough category while for writing skills got an average score of 54.3 with a fairly high category. Furthermore speaking skills got an average score of 75.06 with a high enough category and for listening skills got an average score of 49.62 with a low category. Then the linguistic intelligence of the fifth grade students of SD Negeri 169 Pekanbaru was classified into a quite high category with an average score of 58.36.

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Smolen, Elaine R., Maria C. Hartman, and Ye Wang. "Reading Achievement in Children With Hearing Loss Who Use Listening and Spoken Language: Results and Implications From a 2-Year Study." Perspectives of the ASHA Special Interest Groups 5, no. 6 (December 17, 2020): 1380–87. http://dx.doi.org/10.1044/2020_persp-20-10006.

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Purpose This longitudinal study explored the reading achievement of children with hearing loss who used listening and spoken language and examined their progress across reading domains over 1 year. Method Sixty-four children with hearing loss enrolled in prekindergarten through third grade in a large listening and spoken language program in the Southwest United States participated. Eight subtests of the Woodcock-Johnson IV Tests of Achievement were administered, and demographic information was collected. The same subtests were administered to 53 of the participants 1 year later. Results The mean subtest standard scores for participants in this study were all within the average range. Participants demonstrated relative strengths in basic reading skills, such as spelling, word and nonword reading, and comprehension of short passages. Relative weaknesses were found in the areas of oral reading and word- and sentence-reading fluency. When the participants were again assessed 1 year later, significant growth was found in their letter–word identification, sentence-reading fluency, and word-reading fluency. Conclusions While children with hearing loss have historically struggled to achieve age-appropriate reading skills in elementary school, the participants in this study achieved mean scores within the average range. Returning participants made more than 1 year's progress in 1 year's time in several areas of reading while enrolled in a specialized program. Clinical and educational implications, including strategies to develop reading fluency, are addressed.

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Baştuğ, Muhammet. "How do fluent and poor readers' endurance differ in reading?" Cypriot Journal of Educational Sciences 12, no. 4 (December 30, 2017): 157–66. http://dx.doi.org/10.18844/cjes.v12i4.2492.

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It was observed in this research that how endurance status of fluent readers and poor readers changed as the text became longer. 40 students who were attending the primary school 4th-grade, 20 of whom were fluent readers and other 20 were poor readers, participated in the research. A narrative text was utilized in the data collection process. Students' oral readings were recorded with a voice recorder and their cores of reading rates and reading accuracy percentages were obtained by listening to the readings. The scores were analyzed with the Friedman and Nemenyi tests. At the end of the analysis, it was seen that fluent readers' reading rates did not differ significantly from the beginning to end of the text whereas poor readers' reading rates differed in favor of the first parts of the text. Accordingly, while the fluent readers read the text at the same rate all the way, the poor readers' reading rates significantly dropped from the beginning towards to the end of the text. Furthermore, fluent readers' reading accuracy percentages differed significantly from the beginning towards the end of the text in favor of the last parts while poor readers' reading accuracy percentages differed in favor of the first parts. As per the finding, whereas fluent readers' reading accuracy percentages gradually increased, poor readers' percentages gradually dropped. In other words, as the reading time and volume increased, poor readers' reading errors increased, too. These results were discussed in the light of the literature.

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Salvador, Ana Maria Margarita S. "To Read or Not To Read: Listening to Children Talk about Reading Motivation." Acta Universitatis Lodziensis. Folia Librorum 1, no. 24 (June 30, 2017): 47–65. http://dx.doi.org/10.18778/0860-7435.24.04.

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Developing the will to read is an important, albeit sometimes neglected consideration in fostering literacy among children. Drawing from research on reading motivation by Wigfield and Guthrie (1997), who talk about reading motivation as anchored upon self efficacy beliefs, purpose, and a social component, Rosenblatt’s (1994) Transactional Theory of Reading which highlights the stances one takes while reading, Krashen’s (2004 and 2009) research on the conditions that make Free Voluntary Reading optimal, and Miller’s (2011) research on materiality and how objects have an agency that could either build or cripple the capacities of students influences this study as it examines the factors that contribute to reading motivation among middle graders. In order to answer my main research questions, I engaged eight students from grades 3 to 6 in informal interviews (pakikipagkuwentuhan) about reading. These students came from either public, private or state-funded laboratory schools. Depending on the flow of each conversation, the questions asked the students varied at times. Results indicate that both human and symbolic mediators work together to Foster reading motivation among middle graders. These different mediators of reading motivation are the focus of this research. Implications for reading instruction may be gleaned from this study.

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Weinberg, Warren A., Anne McLean, and Roger A. Brumback. "Comparison of Reading and Listening-Reading Techniques for Administration of Piat Reading Comprehension Subtest: Justification for the Bypass Approach." Perceptual and Motor Skills 66, no. 2 (April 1988): 672–74. http://dx.doi.org/10.2466/pms.1988.66.2.672.

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The Peabody Individual Achievement Test (PIAT) Reading Comprehension subtest was administered to a group of 23 learning disabled children in Grades 5 through 7 who had been classified by the clinical Lexical Paradigm as good readers or poor readers. Using standardized test administration, 14 poor readers scored substantially below the 9 good readers; however, when the child was allowed to listen and read silently while the test item was read aloud, poor readers showed marked improvement in performance compared to only moderate improvement shown by the good readers. This difference in improvement between the groups was significant and resulted in poor readers achieving performance similar to that of the good readers administered the test in the standard manner.

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Giusto, Michelle, and Linnea C. Ehri. "Effectiveness of a Partial Read-Aloud Test Accommodation to Assess Reading Comprehension in Students With a Reading Disability." Journal of Learning Disabilities 52, no. 3 (July 23, 2018): 259–70. http://dx.doi.org/10.1177/0022219418789377.

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This experiment examined whether a partial read-aloud accommodation with pacing (PRAP) would improve the reading comprehension of poor decoders but not average decoders compared to standard testing procedures. Participants were 82 third graders with at least average listening comprehension skills: 28 were poor decoders, and 54 were average decoders; mean age 8 years, 9 months (8:9). In the PRAP condition, students’ were paced through the Gates MacGinitie reading comprehension test. The examiner read aloud only directions, proper nouns, and questions with multiple choice answers while students read the passages independently. PRAP was compared to a standard testing condition and a pacing only condition. Poor decoders’ reading comprehension was significantly higher under PRAP than under either the pacing or standard testing ( p < .01), whereas average decoders did not benefit from the PRAP procedure. Results support PRAP as a valid test accommodation procedure for readers who struggle with decoding but not listening comprehension. Results support the simple view of reading and show its value in the design of test accommodations for a specific type of reading disability.

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Pamungkas, Andreas Sigit. "PENGARUH MUSIK KLASIK DAN PREFERENSI PRIBADI TERHADAP TEST ANXIETY DAN HASIL TES MEMBACA KOMPREHENSIF SISWA [THE EFFECT OF CLASSICAL MUSIC AND PERSONAL MUSIC PREFERENCE ON TEST ANXIETY AND READING COMPREHENSION TEST RESULTS]." Jurnal Teropong Pendidikan 1, no. 2 (May 27, 2021): 86. http://dx.doi.org/10.19166/jtp.v1i2.3458.

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<p class="1eAbstract-text">Music is part of human life. Studies show that music influences psychological, cognitive, behavior, and emotion sides of human being. Research shows that music also influences students’ performance on reading comprehension test and test anxiety level. The purpose of this study is to investigate the effect of classical and personal preference music on students’ reading comprehension test performance and test anxiety level at grade XII SMAK 4 PENABUR Jakarta. The experiment design of this study is Pretest Posttest Non-Randomly Assigned Design. The students in experiment group get a treatment that is listening to classical music fifteen minutes before and while doing reading comprehension test. Students in another experiment group get a treatment that is listening personal preference music fifteen minutes before and while doing reading comprehension test in English class. Mean obtained from pretest and posttest of experiment class will be compared with mean from pretest and posttest of control class to explain whether or not they are statistically different. The study shows that classical and personal preference music influence students’ reading comprehension performance and test anxiety. Study also shows that there is negative correlation between students’ test anxiety and reading comprehension performance.</p>

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Peeples, Scott. "Listening to "The Ballad of Frankie Lee and Judas Priest" While Reading The Confidence-Man." Leviathan 23, no. 2 (2021): 73–81. http://dx.doi.org/10.1353/lvn.2021.0016.

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Journal articles on the topic 'Reading while listening'

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