The Relation of Reading Comprehension and Retention to Hearing Comprehension and Retention

Young, William E.

doi:10.1080/00220973.1936.11010028

Cited by 26 publications

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“…Tables 2 and 3 matched auding and reading rates (Goldstein's (1940) work closely approximated this match), although a number of the comprehension studies limited reading time either to the time required to present the message in spoken form, or to the time required for students to read the material through once at their normal rates. In some comprehension studies effects of manipulation of the latter two controls were assessed (Young, 1930;Russell, 1923;Webb and Wallon, 1956), and these are recorded as separate comparisons in Table 3. …”

Section: Literature Related To Hypotheses From the Modelmentioning

confidence: 99%

Auding and reading: A developmental model.

Sticht

1974

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ForwardThe development of competent literacy skills is a requirement for comfortable survival in our technological age. We need, therefore, to have as sound an understanding as possible of the concept of literacy and the factors involved in the development of literacy skills.This volume presents a developmental model of literacy which describes the relationships among a child's basic adaptive processes, oral language, and written language skills. An extensive review of empirical studies bearing on the validity of the model will be of interest to educators and researchers concerned with reading and language development.The research project leading to this volume was conducted by the Human Resources Research Organization for the Air Force Human Resources Laboratory, Technical, Training Division, Lowry Air Force Base, Colorado, under Air Force Contract F41609-73-C-9025. The work was performed at HumRRO Western Division, Presidio of Monterey, California. Dr. James R. Burkett, Air Force Human Resources Laboratory, Technical Training Division, Lowry Air Force Base, served as the Contract Technical Monitor. This report is being issued as an AFHRL(TT) Technical Report (AFHRL-TR-74-36); it has also been designated as HumRRO Technical Report 74-11. The contents of this publication do not necessarily reflect the official opinion or policy of the sponsor of the HumRRO research.Dr. Thomas G. Sticht, primary author of the report, was the principal investigator on the research project. Lawrence J. Beck and Robert N. Hauke contributed to the review and synthesis of literature in Chapters IV and V. Special consultants to the project were Mr. Glenn Kleiman, Stanford University, who had major responsibility for the preparation of Chapter III of the report, and Mr. James H. James, Northern Illinois University, who contributed primarily to Chapter V. All four contributors reviewed and commented on the entire report and hence they appear as authors. Special thanks are due to Nina McGiveran of HumRRO Western Division for her forbearance in working with the authors while they drafted and re-drafted the copy which she turned into a finished and polished manuscript. OverviewMany adults lack sufficient literacy skills for technical training and successful career progression. Because of the crucial role that literacy plays in instruction and job performance information regarding the nature of literacy skills and their development is needed. Such information should prove useful in the development of literacy training programs, and in the development of more effective and/or efficient methods for imparting knowledge by the spoken or printed word.Because several recent reviews of the scientific literature on reading and language skills failed to uncover many salient facts for use in guiding literacy research or development of literacy training programs, it was felt that the present review should be guided by a theory or model which could provide a rationale for sorting, sifting, and interpreting various research studies. Accordingly, a simple...

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Section: Literature Related To Hypotheses From the Modelmentioning

confidence: 99%

Auding and reading: A developmental model.

Sticht

1974

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“…Young (34), in 1936, tested comprehension in hearing and reading for •pils in the fourth, fifth,'and sixth grades; the auditory mode was loun4ý auperior for all grades, but less so for the=s4lth…”

Section: Corey (5)mentioning

confidence: 99%

A survey of the research literature comparing the visual and auditory presentation of information

Day¹,

Beach²

1950

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“…The superiority of aural learning has support from studies done with a variety of tasks in which the findings rather consistently indicated that auditory presentations with meaningful materials result in more rapid rate of learning with primary-grade children, poor readers, or lower ability children. At later ages or with difficult material, e.g., meaningless stimuli, the visual presentations seem to result in better retention and learning or no difference (Young, 1936;Russell, 1928). Goldstein (1940) indicated that retarded readers from the fourth, fifth, and sixth grades and educable mentally retarded pupils learned more rapidly with aural presentations.…”

Section: Discussionmentioning

confidence: 99%

Reading progress as related to efficiency of visual and aural learning in the primary grades.

Budoff

Quinlan²

1964

Journal of Educational Psychology

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Evidence suggests that children with various discrete deficiencies in aurally and visually dependent skills learn to read more slowly than expected. In the present study, learning efficiency of 28 average and 28 retarded second-grade readers was compared when meaningful words were presented aurally and visually in a paired-associates paradigm. It was hypothesized that the retarded readers would display a more discrepant rate of learning on the 2 modality-based presentations. Aural reading was more rapid for both the average and the retarded readers. Retarded readers were more rapid aural leamere and slightly slower visual readers than the average readers. This discrepancy was most evident in the early phase of learning the lists of word pairs and in the total trials required to attain criterion.

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The Relation of Reading Comprehension and Retention to Hearing Comprehension and Retention

Cited by 26 publications

References 0 publications

Auding and reading: A developmental model.

Auding and reading: A developmental model.

A survey of the research literature comparing the visual and auditory presentation of information

Reading progress as related to efficiency of visual and aural learning in the primary grades.

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