Improving+Children´s+Listening+Comprehension+Mona

Marley, S. & Szabo, Z. (2010). Improving Children's Listening Comprehension with a Manipulation Strategy. // Journal of Educational Research, 103 //(4), pp. 227-238.

The author certainly describes about a serie of cognitive benefits that comes with manipulatives while reading and listening a story on early age children, most of them from 3rd for kinder Gardner to 2nd grade from primary school. This article offers information about previous studies related with __manipulation__ You might define what is meant by "manipulation". Do you mean manipulatives or manipulataion strategies? "Manipso that the reader can understand why to offer this study, and how to apply it on the students with the method and strategies explained. It mainly talks about the relation of the visual materials and visual supports with the listening comprehension, and shows some examples of studies that indicate what the differences between imagery instruction and non-imagery instruction are. __Which studies proved that students who were instructed to imagine story events performed better than did those who were encouraged to do everything they could to remember (Marely, S. 2010) **//Sentence fragrment and runon sentence.//**T__he study __presented examined__ the __indexical-hypothesis-derived prediction that manipulation improves the indexing the real objects to their own symbolic representation,__ **//__Try explaining this in simpler terms.__//** it is mostly focused on the method they used, materials, design, procedures, and results. **//__Runon sentence.__//** Before the author finished his conclusion he chose to mention a discussion between the appliers and his own analysis.

In the article the author mentions several ways to manipulate student´s comprehension with a lot of visual objects. These are examples of several studies according to the indexical hypothesis, he mentions about the significant result that this theory shows, and that is effective to apply it. **//__Runon sentence.__//** He also mentions that the same studies __were proved__ with older children i.e. 5th and 6th graders, but the actual research did not have the same results. At a first view the author related the research information with some previews studies that were made before this research, i.e memory for toy pairs, and metoric encoding; these helped him to make important arguments and support his ideas and positive aspects. This investigation seems to have __an__ organization while describing the process of this method, but it does not have a continuity that supports the way the author __edited the article__. Based on my experience this kind of method is very effective because __you__ as a teacher can make meaningful learning with children; using a lot of visual materials could be distractive but it is easy to find the way to make it perfect for the class situation. If you use the first person, stay in the first person singular (i.e., //I//); otherwise, stay in the third person. Second Article Review

O´Bryan, A. & Hegelheimer, V. (2009). Using a mixed methods approach to explore strategies, metacognitive awareness and the effects of task design on listening development. //Canadian Journal of Applied Linguistics, 12//(1), pp. 9-38.

The article mainly is about a new device of how mix methods as a strategy for listening comprehension with a group of four intermediate English as a Second Language (ESL) students. At the first setting this investigation it is surely supported by the author mentioning some previous strategies and methods. It is placed on the complexity that the students have with their English listening activities; besides the article also resorted to mention some of the background aspects which were necessary for this research would be conducted. The purpose of the following is to increase the awareness of the listening comprehension to intend the students have a better input improvement on this filed of English as a foreign language. Besides, the study explores the listening strategy awareness to identify patters on the language and to provide teachers how they should design listening activities so that students can choose strategies though listening. In this article the author clearly mention a listening definition so that readers could identify what is the object of study. It mentions what is the standing of some strategies in order to students could process information in the input as well as the syntax of the foreign language. Deepening on the method used, this primarily relies on qualitative data with verbal procedures such as discussions and students ‘notes to funding outcomes from these verbal protocols. Mixed methods research which is the main theme of the article, recognizes that “both quantitative and qualitative research are important and useful” (O´Bryan, 2009) and seeks to use both in either a single study or “a program of study” (Creswell, 2003). On this research was used a questionnaire with 21 statements which showed the metacognitive awareness of listening from those L2 students and the effect of the strategies applied; afterwards three trials of the application of this research the questionnaire showed all the students were allowed to take notes and have a 90% of understanding while listening. Based on my experience the use of different methods could be beneficial or not, because not all the students have the same perception or application when using techniques whereas listen a foreign language.