This book makes it easy for students to progress in auditory comprehension skills from the sentence level to short stories (three to four + sentences). Students also comprehend increasingly complex wh- and how questions.
- Attend to increasingly complex information up to the story level
There are more than 800 high-interest stories in the book. Students listen to a story and answer questions about it. The story complexity and question complexity increase gradually and simultaneously. The stories are divided into these difficulty levels:
- 1-sentence stories
- 2-sentence stories
- 3-4 sentence stories
- 4+ sentence stories
Each difficulty level begins with picture-supported stories and progresses to stories without pictures. The questions prepare students for active classroom listening tasks and support reading comprehension skills. Extensive practice exercises at each level help students master the target skills.
No-Glamour Listening Comprehension includes these time-savers:
- suggested IEP objectives
- reproducible log form for single-question tasks
- answer key
Copyright © 2006
- Students may receive up to 90 percent of school information through listening. "It is essential for language teachers to help their students become effective listeners....this means modeling listening strategies and providing listening practice" (NCLRCb, 2004).
- Effective listening strategies include (NCLRCa, 2004):
- listening for details and main ideas
- recognizing cognates
- drawing inferences
- recognizing word-order patterns
No-Glamour Listening Comprehension incorporates these principles and is also based on expert professional practice.
Beall, M.L., Gill-Rosier, J., Tate, J., & Matten, A. (2008). State of the context: Listening in education. The International Journal of Listening, 22, 123-132.
National Capital Language Resource Center (NCLRCa). (2004). Strategies for developing listening skills. Retrieved March 17, 2009 from www.nclrc.org/essentials/listening/stratlisten.htm
National Capital Language Resource Center (NCLRCb). (2004). Teaching listening. Retrieved March 17, 2009 from www.nclrc.org/essentials/listening/liindex.htm
Parnell, M.M., Amerman, J.D., & Hartin, R.D. (1986). Responses of language-disordered children to wh- questions. Language, Speech, and Hearing Services in Schools, 17, 95-106.