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Listening Comprehension and Paraphrasing in Content-Area Classrooms

Mavis L. Donahue received her doctorate in Applied Psycholinguistics from Boston University. She is currently an Associate Professor of Special Education at the University of Illinois at Chicago. Her research has focused on language and communicative development in students with learning disabilities. ADDRESS CORRESPONDENCE TO: Mavis L. Donahue, Ph.D. College of Education m/c 147 1040 W. Harrison Street University of Illinois Chicago, IL 60607 E-mail: mavis.donahue@UICVM.edu

Catherine M. Pidek

Catherine M. Pidek received her master's degree from Ohio University in Hearing and Speech Sciences. She has specialized in the area of language and learning in school-aged children, and has worked extensively in both public and private school settings. Currently, she is president of Success by Design Inc., a company that provides unique organization and planning materials for students in Grades 3 through 12.

This article explores the use of oral paraphrase as an informal and versatile strategy for assessing and enhancing listening comprehension in mainstreamed students with language and learning disabilities. In light of the comprehension demands of content-area classrooms, paraphrasing can give students and teachers immediate feedback on students' ability to comprehend and orally reconstruct the lesson. Some approaches to assessing the listening comprehension demands of individual classrooms and using various dimensions of paraphrasing to enhance students' language comprehension and production skills in the context of content-area information are presented.

Communication Disorders Quarterly, Vol. 15, No. 2, 35-42 (1993)
DOI: 10.1177/152574019301500205


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