An interdisciplinary approach to enhance children’s listening, learning, and wellbeing in the classroom : The Listen to Learn for Life (L3) Assessment Framework

Journal article


Mealings, Kiri, Miles, Kelly, Parrila, Rauno, Holt, Rebecca, Cox, Felicity, Dillon, Harvey, Sharma, Mridula, Demuth, Katherine, Leigh, Greg, McMahon, Catherine, McArthur, Genevieve and Buchholz, Joerg M.. (2023). An interdisciplinary approach to enhance children’s listening, learning, and wellbeing in the classroom : The Listen to Learn for Life (L3) Assessment Framework. Frontiers in Education. 8, p. Article 1185167. https://doi.org/10.3389/feduc.2023.1185167
AuthorsMealings, Kiri, Miles, Kelly, Parrila, Rauno, Holt, Rebecca, Cox, Felicity, Dillon, Harvey, Sharma, Mridula, Demuth, Katherine, Leigh, Greg, McMahon, Catherine, McArthur, Genevieve and Buchholz, Joerg M.
Abstract

Introduction: Listening is the gateway to children learning in the mainstream classroom. However, modern classrooms are noisy and dynamic environments making listening challenging. It is therefore critical for researchers from speech and hearing, education, and health sciences to co-design and collaborate to realistically assess how children listen to learn in the classroom and to understand how listening can be improved to enhance children’s learning and wellbeing – an understanding which is currently lacking. Such highly interdisciplinary thinking demands a holistic classroom listening framework that can integrate a range of varied assessments and outcomes.

Methods: An extensive review of literature into classroom listening was conducted but failed to identify a suitable framework. In this hypothesis and theory article we present a new framework that we have developed – the Listen to Learn for Life (L3) Assessment Framework.

Results: The L3 Assessment Framework holistically incorporates frameworks from health, speech and hearing sciences, and education sectors. The framework accommodates a broad range of different factors that may affect listening, allowing for researchers to choose specific factors dependent on the context of use.

Discussion: Selected examples of applying the framework are provided demonstrating how to assess children’s performance during different classroom activities as well as the effectiveness of a chosen intervention. For example, the framework can be used to assess the effectiveness of a wireless remote microphone intervention during group work activities for a child with autism.

Conclusion: The L3 Assessment Framework provides a theoretical basis for the future development of research and practice as applied to listening in a classroom setting.

Keywordslistening; learning; wellbeing; framework; classroom; education; school
Year2023
JournalFrontiers in Education
Journal citation8, p. Article 1185167
PublisherFrontiers Media S.A.
ISSN2504-284X
Digital Object Identifier (DOI)https://doi.org/10.3389/feduc.2023.1185167
Scopus EID2-s2.0-85171842389
Open accessPublished as ‘gold’ (paid) open access
Page range1-13
FunderThe Martin Lee Centre for Innovations in Hearing Health
Publisher's version
License
File Access Level
Open
Output statusPublished
Publication dates
Online07 Sep 2023
Publication process dates
Accepted15 Aug 2023
Deposited27 Nov 2023
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Detecting communicative intent in a computerised test of joint attention
Caruana, Nathan, McArthur, Genevieve, Woolgar, Alexandra and Brock, Jon. (2017). Detecting communicative intent in a computerised test of joint attention. PeerJ. 2017(1), pp. 1-16. https://doi.org/10.7717/peerj.2899
Cognitive predictors of literacy acquisition in syllabic Hiragana and morphographic Kanji
Inoue, Tomohiro, Georgiou, George K., Muroya, Naoko, Maekawa, Hisao and Parrila, Rauno. (2017). Cognitive predictors of literacy acquisition in syllabic Hiragana and morphographic Kanji. Reading and Writing. 30(6), pp. 1335-1360. https://doi.org/10.1007/s11145-017-9726-4
Personalized outreach to university students with a history of reading difficulties : Early screening and outreach to support academically at-risk students
Deacon, S. Hélène, Tucker, Rebecca, Bergey, Bradley W., Laroche, Annie and Parrila, Rauno. (2017). Personalized outreach to university students with a history of reading difficulties : Early screening and outreach to support academically at-risk students. Journal of College Student Development. 58(3), pp. 432-450. https://doi.org/10.1353/csd.2017.0032
The role of morphological awareness in word reading skills in Japanese : A within-language cross-orthographic perspective
Muroya, Naoko, Inoue, Tomohiro, Hosokawa, Miyuki, Georgiou, George K., Maekawa, Hisao and Parrila, Rauno. (2017). The role of morphological awareness in word reading skills in Japanese : A within-language cross-orthographic perspective. Scientific Studies of Reading. 21(6), pp. 449-462. https://doi.org/10.1080/10888438.2017.1323906
Helping children with reading difficulties : Some things we have learned so far
McArthur, Genevieve and Castles, Anne. (2017). Helping children with reading difficulties : Some things we have learned so far. npj Science of Learning. 2(1), p. Article 7. https://doi.org/10.1038/s41539-017-0008-3
Beliefs about human agency influence the neural processing of gaze during joint attention
Caruana, Nathan, de Lissa, Peter and McArthur, Genevieve. (2017). Beliefs about human agency influence the neural processing of gaze during joint attention. Social Neuroscience. 12(2), pp. 194-206. https://doi.org/10.1080/17470919.2016.1160953
Simulating social interactions for the experimental investigation of joint attention
Caruana, Nathan, McArthur, Genevieve, Woolgar, Alexandra and Brock, Jon. (2017). Simulating social interactions for the experimental investigation of joint attention. Neuroscience and Biobehavioral Reviews. 74, pp. 115-125. https://doi.org/10.1016/j.neubiorev.2016.12.022
The role of metacognitive reading strategies, metacognitive study and learning strategies, and behavioral study and learning strategies in predicting academic success in students with and without a history of reading difficulties
Chevalier, Thérèse M., Parrila, Rauno, Ritchie, Krista C. and Deacon, S. Hélène. (2017). The role of metacognitive reading strategies, metacognitive study and learning strategies, and behavioral study and learning strategies in predicting academic success in students with and without a history of reading difficulties. Journal of Learning Disabilities. 50(1), pp. 34-48. https://doi.org/10.1177/0022219415588850
Metacognitive reading and study strategies and academic achievement of university students with and without a history of reading difficulties
Bergey, Bradley W., Deacon, S. Hélène and Parrila, Rauno K.. (2017). Metacognitive reading and study strategies and academic achievement of university students with and without a history of reading difficulties. Journal of Learning Disabilities. 50(1), pp. 81-94. https://doi.org/10.1177/0022219415597020
Low self-concept in poor readers : Prevalence, heterogeneity, and risk
McArthur, Genevieve, Castles, Anne, Kohnen, Saskia and Banales, Erin. (2016). Low self-concept in poor readers : Prevalence, heterogeneity, and risk. PeerJ. 2016(11), p. Article e2669. https://doi.org/10.7717/peerj.2669
Reading processes of university students with dyslexia – An examination of the relationship between oral reading and reading comprehension
Pedersen, Henriette Folkmann, Fusaroli, Riccardo, Lauridsen, Lene Louise and Parrila, Rauno. (2016). Reading processes of university students with dyslexia – An examination of the relationship between oral reading and reading comprehension. Dyslexia. 22(4), pp. 305-321. https://doi.org/10.1002/dys.1542
University students with reading difficulties : Do perceived supports and comorbid difficulties predict well-being and GPA?
Stack-Cutler, Holly L., Parrila, Rauno K. and Torppa, Minna. (2016). University students with reading difficulties : Do perceived supports and comorbid difficulties predict well-being and GPA? Learning Disabilities Research & Practice. 31(1), pp. 45-55. https://doi.org/10.1111/ldrp.12092
Modeling the relationship between rapid automatized naming and literacy skills across languages varying in orthographic consistency
Georgiou, George K., Aro, Mikko, Liao, Chen-Huei and Parrila, Rauno. (2016). Modeling the relationship between rapid automatized naming and literacy skills across languages varying in orthographic consistency. Journal of Experimental Child Psychology. 143, pp. 48-64. https://doi.org/10.1016/j.jecp.2015.10.017
Phonics training improves reading in children with neurofibromatosis type 1 : A prospective intervention trial
Arnold, Shelley S., Barton, Belinda, McArthur, Genevieve, North, Kathryn N. and Payne, Jonathan M.. (2016). Phonics training improves reading in children with neurofibromatosis type 1 : A prospective intervention trial. Journal of Pediatrics. 177, pp. 219-226. https://doi.org/10.1016/j.jpeds.2016.06.037
The anatomy of the RAN-reading relationship
Georgiou, George K., Parrila, Rauno and Papadopoulos, Timothy C.. (2016). The anatomy of the RAN-reading relationship. Reading and Writing. 29(9), pp. 1793-1815. https://doi.org/10.1007/s11145-016-9653-9
Meditation and auditory attention : An ERP study of meditators and non-meditators
Biedermann, Britta, de Lissa, Peter, Mahajan, Yatin, Polito, Vince, Badcock, Nicolas, Connors, Michael H., Quinto, Lena, Larsen, Linda and McArthur, Genevieve. (2016). Meditation and auditory attention : An ERP study of meditators and non-meditators. International Journal of Psychophysiology. 109, pp. 63-70. https://doi.org/10.1016/j.ijpsycho.2016.09.016
The relationship between spoken language and speech and nonspeech processing in children with autism : A magnetic event-related field study
Yau, Shu Hui, Brock, Jon and McArthur, Genevieve. (2016). The relationship between spoken language and speech and nonspeech processing in children with autism : A magnetic event-related field study. Developmental Science. 19(5), pp. 834-852. https://doi.org/10.1111/desc.12328
In search of Matthew effects in reading
Protopapas, Athanassios, Parrila, Rauno and Simos, Panagiotis G.. (2016). In search of Matthew effects in reading. Journal of Learning Disabilities. 49(5), pp. 499-514. https://doi.org/10.1177/0022219414559974