the Guided Reading Procedure (GRP) (Manzo,
1975). Using the GRP strategy, the teacher presents
to the class an intact text selection, usually
expository. Students are instructed to read the
selection silently and to remember as much as
possible. Then, students cover the selection and the
teacher asks students to verbally recall any
information they remember as she writes it on the
board. When the students have generated all of the
information they can remember, they refer back to
the selection to check for the accuracy of the recalled
information; then, with the help of the teacher, the
information is sorted, categorized, and organized on
the board. Finally, the teacher administers a short
quiz over the reading selection. This is an excellent
strategy for teaching readers to recall specific
information and improve their ability to organized
information into logical headings. Cunningham and
Cunningham (1976) modified the GRP reading
strategy to enhance student listening skills by
developing the Guided Listening Procedure (GLP).
The steps of this strategy are identical to those
delineated in the GRP except students listen to the text
as it is read aloud rather than reading it themselves.
Directed Listening-Reading Activity (DL-TA).
For the Directed Reading-Thinking Activity (DRTA) (Stauffer, 1975), the teacher analyzes a selection
to decide logical places to stop during the oral reading
of a selection and has the students make predictions
about future events in the story. At each stop, the
teacher asks students to respond to the questions:
What do you think is going to happen next? Why? These
questions help students become actively engaged in
reading and to view reading as a problem solving
process. DR-TA was modified from a reading
strategy into a listening strategy (Reutzel & Cooter,
1992). Referred to as the Directed Listening-Reading
Activity (DL-TA), this strategy is identical to DR-TA
except that the material is read to the students rather
than having the students read the material.
Essentially, a reading comprehension lesson can be
made into a listening lesson by simply substituting a
listening component for the threading component.
Approach 3: Using audio-assisted texts to
improve comprehension skills.
Student listening can be improved by using audioassisted texts. While some consider listening to
audio-assisted texts different than reading, others
argue that they are equivalent (Aron, 1992; Moyer,
2011). Chelton (2003), in fact, found that most
people who listen to recorded books continue to be
active readers. A major benefit of listening to audiobased texts is that students can often comprehend
stories aurally that they cannot read effectively
(Medwell, 1998).
LeFevre et al. (2003) used listening to teach a
comprehension strategy to students who were unable
to read the selected text at an instructional reading
level. They modified a strategy called Reciprocal
Teaching. Reciprocal Teaching is an effective
compre [