​In his article "Accommodating Reading Comprehension with Listening: Good Idea?" Timothy Shanahan addresses the practice of using listening as an accommodation for students with reading difficulties, particularly dyslexia. He argues that while listening can be beneficial in certain contexts, it should not replace direct reading instruction when the goal is to improve reading comprehension. ​

The Role of Listening in Assessments

Shanahan acknowledges that providing read-aloud accommodations is appropriate in assessments where reading is not the primary skill being evaluated, such as in math or science tests. This approach ensures that decoding challenges do not hinder the measurement of a student's knowledge in these subjects. However, he emphasizes that when the objective is to assess or teach reading comprehension, relying on listening accommodations can be counterproductive. Substituting listening for reading in such cases may prevent students from developing essential reading skills.​Shanahan on Literacy

Differences Between Listening and Reading Comprehension

Shanahan highlights that listening and reading, while related, are distinct processes. Oral language and written language differ in various aspects, including vocabulary, sentence structure, and style. Listening often involves comprehending simpler and more engaging language than what is typically encountered in written texts. Consequently, being a proficient listener does not automatically translate to being a proficient reader. Shanahan points out that there is no substantial evidence indicating that improving listening skills directly enhances reading comprehension. ​Shanahan on Literacy

Implications for Instruction

For educators, the key takeaway is the importance of providing explicit reading instruction to students with reading difficulties. While listening can support learning in other areas, it should not replace reading activities when the goal is to improve reading skills. Teachers should focus on evidence-based reading interventions that address the specific needs of struggling readers. This approach ensures that students develop the necessary decoding and comprehension skills to become proficient readers.​

Conclusion

Shanahan's insights caution against the overuse of listening accommodations in contexts where reading development is the primary goal. While listening can be a valuable tool in certain situations, it should not substitute for direct reading instruction. Educators are encouraged to implement targeted reading interventions to support students with reading difficulties, ensuring they acquire the skills needed for successful reading comprehension.

Original Article

“Accommodating Reading Comprehension with Listening: Good Idea?” by Timothy Shanahan in Shanahan on Literacy, March 1, 2025

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Prepared with the assistance of AI software

OpenAI. (2025). ChatGPT (4) [Large language model]. https://chat.openai.com