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Abstract
This study was designed to examine the relationship of listening and reading in light of some new perspectives on the differences between oral and written language. The specific purpose was to determine what relationship exists between varying levels of reading competency and the differential modes of content presentation and whether these variables have any effect on immediate and delayed learning. Tenth grade students (N=192) stratified according to reading competency were randomly assigned to one of four treatment conditions: 1) Spontaneous oral language (lecture), 2) tape, 3) written text, 4) cued written text. After the experimental conditions, the subjects were administered a multiple choice exam. One week later the test was readministered. While there were no significant differences across the presentation modes for immediate learning, there were significant differences for delayed learning. Subjects in the listening presentation performed significantly better than the subjects in the reading presentations. Regardless of presentation mode, good readers outperformed average and poor readers.
