Abstract
ABSTRACT The purpose of the present study was twofold: to enhance children's listening by promoting the use of self-regulative skills, and to examine the effects of the mode of presentation of a comparison rule on listening skills. Forty-two kinder- gartners and first graders were involved in two rule-utilization sessions under one of the following conditions: interrogative mode, declarative mode, and control. These two sessions were followed by two posttests, in which the children were not prompted to use the comparison rule. The children who were exposed to the rule detected more ambiguous messages than did the children in the control group during rule-utilization sessions, and the interrogative mode improved the 5-year-olds' listening skills, but not the 6-year-olds' listening skills, more than the declarative mode did. The results of the present study indicate that young children's comprehension monitoring skills have been underestimated in previous research, and they stress that different modes of ru...
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