earticle

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The purpose of this study is to examine how text augmentation in elementary English influences listening, writing and recognition of classroom English words and how these variables relate to and predict one another. For this purpose, two classes of third grade students were selected: one group of participants learned ten classroom English words using both verbal instruction and written text, while the other group received only verbal instruction with no text augmentation. Then the participants of both groups were tested for listening, writing and recognition immediately after receiving the lesson, and then once more after a two-week delay. The group instructed with text and spoken language had consistently higher rates than the group instructed with spoken language alone. As for the immediate test, the results suggest that the participants instructed with text and spoken language showed greater differences in listening, writing and recognition compared to those instructed with spoken language alone. Although there was no significant difference in the listening, the results showed significant differences in writing and recognition from the delayed test. Both groups showed a significant correlation between the abilities in the immediate and delayed tests. Listening and recognition ability appear to predict other abilities over fifty percent.