LinguiSystems home
No-Glamour® Listening Comprehension
Ages: 4-9   Grades: PreK-4

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
Add to Cart
Add to Cart
*The CD contains the complete book.  All pages are printable.
** This is a Cloud E-Book that is accessible from any device with Internet access. .

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:

  • pretest/posttest
  • suggested IEP objectives
  • reproducible log form for single-question tasks
  • answer key

Copyright © 2006

264 pages, pretest/posttest, answer key
  • 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
         - summarizing
         - predicting
         - recognizing cognates
         - drawing inferences
         - recognizing word-order patterns
  • "Listening instruction is especially scarce in primary and secondary schools notwithstanding the fact that listening is linked to both literacy and academic success" (Beall, Gill-Rosier, Tate, & Matten, 2008).
  • Asking wh- questions is a common method of teaching. Difficulty answering wh- questions affects a child academically, linguistically, and socially (Parnell, Amerman, & Hartin, 1986).
    • 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

      National Capital Language Resource Center (NCLRCb). (2004). Teaching listening. Retrieved March 17, 2009 from

      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.


      Linda Mulstay-Muratore


      Linda Mulstay-Muratore, M.A., CCC-SLP, has worked as a speech-language pathologist in private practice since her graduation in 1996 from St. John's University in New York.  She gained her experience with children with PDD/autism and Applied Behavior Analysis (ABA) while in college working with families in home-based educational ABA programs.  Linda now does both consulting and direct therapy for children in early intervention and preschool, writing programs for and working in conjunction with teams of special educators.

      Linda is the author of Autism & PDD Abstract Concepts, Levels 1 and 2, and Reinforcers To Go.  No-Glamour Listening Comprehension is her third publication with LinguiSystems.


      Many children with deficits in comprehension and/or auditory processing have difficulty answering simple Wh- questions about information in single sentences, multiple sentences, and short stories.  Answering questions about simple stories requires simultaneous efficiency in multiple tasks such as attending, auditory memory, word retrieval, and formulating responses.  A child with a problem in any of these areas may be unable to provide an appropriate answer to a Wh- question even immediately after hearing the question.

      While many clinicians address IEP goals targeting these deficits and include storytelling activities in their therapy sessions, it can be difficult for the busy clinician to find appropriate story materials for younger children or to make up stories on the spot for therapy.  No-Glamour Listening Comprehension provides the clinician with plenty of stimulus material and Wh- questions for the child who has difficulty with early listening comprehension skills for sentences or stories.

      The stories and associated questions are organized in a general hierarchy from the easiest to the most challenging.  No-Glamour Listening Comprehension includes many one-sentence stories that can be used to teach comprehension of simple who, where, what, when, what happened, how, and why questions in isolation or in a sentence.  The target information needed for a response may be in the beginning, middle, or end of a sentence.  Next two-sentence and three-to-four-sentence stories with more complex Wh- questions are introduced, with more complex comprehension questions.  Finally stories with four or more sentences are provided for targeting story comprehension, higher-level auditory/language processing, or story retelling.  Pictures for multiple-sentence stories are also provided and can be used as cues in teaching visual compensatory strategies.