Nowadays, questions about the relationship between listening and reading comprehension has led to different conclusions. One view is that both skills should be given equal attention. Neville discovered that poor listening means poor reading and good listening means good reading. Thus, more attention has been given to the development of listening skills.

Chall’s (1983) also recognised that listening is a major

A.5. He was trapped in a fierce circle of fire.

Q.9. Why did Jeroba get large flappy ears?

Q.1. What country were the tigers living in?

As I am comparing Michelle’s performance on different text types, I have chosen three narrative passages on ‘myth’ and three expository passages on ‘exploration’. All six passages are taken from a book of readings on different text types called Read and Retell. They are aimed for Grade 5 & 6 students. Therefore, they are of equal difficulty. Each passage is complete in itself, that is, not any of the passages relies on another for further information and meaning. I have prepared ten questions for each passage to assess the participant’s comprehension in the listening, oral and silent reading tasks. The questions are of the same difficulty level, which test for factual information, literal explanations, cause-effect relations, and inference. Since I am testing the participant’s comprehension of these passages, none of the questions are passage independent.

Q.2. Who decided to go for a walk?

Some topics in this essay:
Procedure Michelle, Miller Smith’s, Reading Reading, Listening Traditionally, Listening Comprehension, A2 Um, Miller Smith, Flippo Lindsey’s, Texts Michelle’s, Read Retell, reading comprehension, silent reading, oral reading, silent reading comprehension, listening comprehension, oral reading comprehension, level 3, correct answer, expository texts, miller smith’s, narrative texts, comprehension equal, comprehension 10 questions, miller smith’s experiment, reading comprehension equal,