What is the difference between listening and reading skills?

Comprehension = Decoding Skills + Language Skills

Reading comprehension involves both decoding print and understanding language. Once students can decode text, their comprehension is dependent on understanding language. (Catts, Hogan, and Adlof, 2005). Students who have not mastered decoding can still learn language skills by listening to stories and content read aloud. Students can listen on a higher language level than they can read, so listening provides a way to improve students’ language skills, making complex ideas more accessible to students and exposing them to vocabulary and language patterns that are not part of their everyday speech (Fountas and Pinnell 1996). For example, students may be able to listen to and understand the plot and character development of Don Quixote and his inner journey, but not be able to decode enough words on their own to make sense of the content while reading.

Increasing Language Skills by Listening

Language skills are essential in creating a mental representation of the whole text to understand it. Higher-level language skills can be developed by listening to stories. This develops language skills in all students, even those who struggle with decoding. Therefore, listening can be used to develop these essential language skills with students of all reading abilities. These language skills can then influence and enhance their reading comprehension. For example, when teaching the comprehension skill of compare/contrast, students can listen to a story about the traditional view of Genghis Khan as a conqueror and compare that to an author’s view of Genghis Khan as a visionary. Students can learn to use high-level comprehension skills by listening to the content and working with the concepts.

Language Skills

• • Literal Knowledge: Students need to recall descriptions, facts and details to understand the meaning. This includes understanding information that is explicitly stated.
  • Vocabulary: Students who understand content as a whole are able to construct a mental model of the story. This allows them to find the meaning of unknown words by interpreting them within the context of the story. They are more likely to choose the correct meaning of words with multiple meanings, as well as discover the meaning of words by using the context. Also, when they hear idioms and figurative language they are able to understand them within the whole context, rather than as individual words.
  • Inferencing: Students who have high comprehension make inferences as they listen, connecting pieces of text together. They fill in missing information from their prior knowledge and experience, and go beyond the literal meaning of the content (Bowyer-Crane & Snowling, 2005).
  • Main Idea: When listening, students generalize the content as a whole and identify the main ideas of the information presented. They interpret the information and how it all contributes to a main topic or issue.
  • Summarizing: When students are asked to summarize what they heard, they identify the importance of each detail and retell the key points of information and explain how they contribute to the overall ideas.
  • Analyze Point of View: Students listen to identify and evaluate the speaker’s purpose and main ideas.
  • Evaluating Reasoning: Students evaluate the reasoning , credibility, and relevance of a speaker or author’s ideas and information.

Reading vs. Listening – Which is More Effective for Learning and Remembering

Ben Walker | Nov 2, 2020

Would you prefer to read a book or listen to the audio version? Your answer may depend on several variables, such as convenience or availability. The debate about the differences between reading and listening comprehension has taken center stage once again.

Besides a preference for one over the other, the most crucial question is; which of the two helps us retain vital information, improve our comprehension, and make us more efficient?

Well, it depends.

There are numerous studies and articles on the topic, most of which evaluate both methods’ effectiveness. Individual preferences and even learning disabilities can play a role.

However, there are differences in comprehension, depending on how we consume information. One example is transcribers. They must develop excellent listening skills to transfer audio conversations into a text format. Poor listening habits won’t help someone transcribe a significant legal deposition or law enforcement interview efficiently.

It’s also important to point out that there are differences between reading or listening for pleasure versus learning. Below are some examples: