Which practice is NOT supported by an evidence-based approach to listening comprehension?

• A. Providing opportunities to retell or summarize heard texts.
• B. Modeling listening strategies.
• C. Guided listening activities.
• D. Silent, unstructured listening with no instruction.

Answer: (D)

Evidence-based listening instruction relies on active engagement and deliberate strategy instruction to help students understand spoken texts. When students practice listening, they benefit from purposeful activities that require processing, organizing, and articulating what they’ve heard.

Providing opportunities to retell or summarize heard texts asks students to retrieve details, connect ideas, and express meaning in their own words, which strengthens comprehension and memory. Modeling listening strategies gives students a clear example of how an expert listens—how to plan, monitor understanding, and repair confusion—so they can imitate those moves. Guided listening activities supply structure, prompts, and timely feedback, helping students practice with support and gradually become more independent listeners.

Silent, unstructured listening with no instruction lacks these supports. Without guidance or strategy instruction, students have fewer tools to interpret and monitor meaning, so their listening development is limited.

So, the practice not supported by an evidence-based approach is silent, unstructured listening with no instruction.