Friday, July 15, 2016

Listening Comprehension vs. Reading Comprehension

Measuring a student's listening comprehension, fluency rate, word
analysis, and reading comprehension ability gives teachers a complete picture of a student's ability and potential success. The student that has a high proficiency in all of these domains has the ability to exceed in all academic activities. Learning language and reading is a function of auditory learning (listening), students learn 6 times faster when listening, reading orally, and speaking with peers making connections with new information. Language, reading, words and vocabulary concepts are mastered with repeated listening and modeling. Teachers need to focus on reading comprehension skills and go deeper into listening comprehension instruction to maximize their students potential.  

SAMPLE LISTENING COMPREHENSION TEST 
ENGLISH (Listening Comprehension) TEST 
ENGLISH LANGUAGE PRACTICE PROFICIENCY EXAM
Listening Comprehension Section TEST TOEFL

When a reading teacher relies too heavily on silent reading and silent writing activities, the speed of auditory learning is lost.

Rethinking Ability Grouping and Differentiation Using Listening Comprehension!

Teachers are trained to use reading assessment data to differentiate and ability group students based on reading comprehension scores, yet many teachers never ability group based on the students listening levels. Many teachers never test the students listening comprehensions ability. Why? Basing reading instruction and lessons on grade level reading scores alone is a mistake, student’s grade level listening comprehension levels are a clue to your students’ potential ability. The students listening level can be a measure of the upper limits for growth in a classroom. A teacher that relies on a basal reading program alone is not exposing students their upper listing comprehension levels. The classroom that uses sophisticated literature, Socratic seminars, and adroit thinks-alouds will have students grow above and beyond the upper limits. The teacher that is frontloading complex literary concepts using think-alouds will blow past the students base reading levels and the upper limits of their listening levels. My students make double and even triple expected growth using students listening levels as my guide to teaching complex literary concepts. I teach reading and language art using literature that is usually two years above grade level. The teachable moments that are created while reading books like Howl's Moving Castle are the perfect connection to the adroit think alouds.

My Experience with Low Reading Comprehension Scores and High Listening Comprehension!

Special educations students like me, that could barely decode at a first grade level in 5th grade, yet I could have easily understood literary concepts many years higher than my grade level. I never had a chance to test my ability and tackle complex literary concepts because I was always in a special education ability grouped reading class (differentiated) my whole public school career! My education choices were accommodated, modified and differentiated to the point of being mute; I was warehoused in a public school daycare.

No comments:

Post a Comment

Thank you!