Return-Path: <nifl-health@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.9.3/8.9.0.Beta5/980425bjb) with SMTP id OAA01040; Mon, 21 Feb 2000 14:03:37 -0500 (EST) Date: Mon, 21 Feb 2000 14:03:37 -0500 (EST) Message-Id: <38B18A85.2D353B2E@webster.edu> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-health@literacy.nifl.gov Originator: nifl-health@literacy.nifl.gov Sender: nifl-health@literacy.nifl.gov Precedence: bulk From: Jeri Levesque <levesqjr@webster.edu> To: Multiple recipients of list <nifl-health@literacy.nifl.gov> Subject: [NIFL-HEALTH:2196] Re: Reading and listening X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset=us-ascii; x-mac-type="54455854"; x-mac-creator="4D4F5353" X-Mailer: Mozilla 4.51 (Macintosh; I; PPC) Status: OR > Greetings, Regarding listening and reading comprehension. Most, if not all, Informal Reading Inventories determine the listening comprehension level of the learner. It's generally a grade level or so higher than the frustration level of reading comprehension. This is important to consider when developing audio materials for low literate adults. The oral message should probably be no higher than 8th grade, though I think 6th is quite high enough for most materials. Like print, avoid jargon, keep it simple, provide vivid but concise examples. I also recommend auditory illustrations. If you need to pour, have the sound of something pouring into a glass. We found these auditory illustrations to work very well with literature materials for parents and their preschool children. Best, Jeri Levesque, Associate Professor, Webster University Programs Evaluator, LIFT-Missouri > > > > Does anyone have any data/information on the correlation (if any) > > between the > > ability to read and understand the written word versus the ability to > > understand > > the spoken word? > > > > We talk about readability and making written text easier to > > "understand" but > > does this mean that those for whom we do this also have difficulty > > comprehending > > speech? Furthermore if there is a correlation then to what extent > > does it also > > hold true for those whose native language is not English? I can read > > printed > > German (or Italian or Spanish or whatever..) - can I understand it - > > absolutely > > not. > > > > The reason I ask is that an increasing amount of patient education > > materials is > > being delivered by computer. Multimedia programs allow one to > > utilize text, > > graphics, animations, and audio. Hence I wonder whether there is a > > need to > > address the "comprehendability" (hey this is America - I can invent a > > word can't > > I) of the audio component in a manner analogous to the way we try to > > ensure that > > written materials are both readable and understandable. > > > > Any thoughts????? > > > > Best regards > > > > Seamus McMillan > > > > Seamus McMillan, Ph.D. > > Office: (612) 937-5134 Fax: (612) 975-9708 > > E-Mail: sm@smcmillan.com (preferred) or smcm@aol.com > > WWW: http://www.labmed.umn.edu/~seamus/ > > > > Delphi Assoc. Inc., |16526 W. 78th St.|Second Source Alliance, > > smcm@DelphiGrp.com |Suite 197, |seamus@secondsource.org > > http://www.DelphiGrp.com |Eden Prairie, |(612) 975-6078 > > |MN 55346-4358. > > |http://www.secondsource.org
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