The document summarizes a study that found a link between childhood reading skills and higher intelligence in young adults. Some key points: 1. The study used a sample of nearly 2,000 pairs of identical twins to control for genetic and family environment factors. 2. Twins who had stronger early reading abilities, as measured at ages 7-16, scored higher on general intelligence tests as young adults compared to their twins. 3. The findings suggest that better reading skills in childhood may boost general intelligence levels, rather than intelligence solely determining reading ability. Having strong reading skills as a child appears to predict higher intelligence in later life.

1. Directed by The 3rd
Group:
1. Ratmiati 2. Nia Daniati 3. Zaki M.Yunus
4. Silvia Desi A. 5. ShovalinaHelka
UNIVERSITAS BANTEN JAYA (UNBAJA)
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Jl. Ciwaru II No. 73 Kota Serang-BantenTelp. (0254) 217066 Fax.(0254) 209583

2. FOREWORD
AssalamualaikumWr. Wb
Alhamdulillahhirobil'alamin gratitude we pray that the presence of Allah SWT
has given grace and guidance to us all, so that We can finish this paper.
Furthermore I would like to thank the lecturer, Miss.SiscaWulansariSaputri,
M.Pd for the course of Subject English Learning Strategy who always provide direction
and guidance to facilitate the preparation of this paper. And to friends who have given us
the spirit and encouragement so that this paper can be resolved.
Hopefully this paper can be useful to readers in general and we beg criticism and
suggestions for better progress.
Wassalamu'alaikumWr. Wb.
Serang, December 2014
Writter

3. CONTENTS
Foreword ………………………………………........................................................i
Contents …………………………………………………………………………….ii
CHAPTER 1
1. Background of Analysis................................................................................. 1
2. Purpose........................................................................................................... 2
CHAPTER 2 Explanation
1. Types of Listening ......................................................................................... 3
1. Discriminative listening........................................................................... 3
2. Comprehension listening ......................................................................... 3
3. Critical listening....................................................................................... 4
4. Biased listening........................................................................................ 4
5. Evaluative listening.................................................................................. 4
6. Appreciative listening.............................................................................. 5
7. Sympathetic listening............................................................................... 5
8. Empathetic listening................................................................................. 5
9. Therapeutic listening................................................................................ 5
10. Dialogic listening..................................................................................... 6
11. Relationship listening............................................................................... 6
2. Depth Of Listening ........................................................................................ 6
1. Deep listening .......................................................................................... 6
2. False Listening......................................................................................... 7
3. Initial listening ......................................................................................... 7
4. Selective listening.................................................................................... 7
5. Partial listening ........................................................................................ 8
6. Full listening ............................................................................................ 8
3. Childhood reading skills linked to 'higher intelligence' in young adults ....... 8
a) Child Reading Skill.................................................................................. 8
1. In short: reading itself may boost intelligence................................... 9
2. 'General intelligence' versus 'multiple intelligences'........................ 10
b) Intellectual Disability............................................................................. 11
CHAPTER 3 Conclusion......................................................................................... 15
CHAPTER 4 References.......................................................................................... 16

4. CHAPTER I
INTRODUCTION
1. Background of Analysis
Listening skills, like speaking skills, are very important in the working world. Not only
will good listening skills put you at an advantage when it comes to following instructions, but
if you are listening attentively, you will create a favorable impression with your supervisor.
While effective listening does not require that you agree with Honing Listening Skills If an
interviewer has a normal tone of voice, an attentive and active way of listening, and a non-
judgmental manner, he/she will maintain and even increase the candidates interest in
providing information. For an active listener, listening means hearing, comprehending, and
remembering. This paper would serve as a good guide for starting a research paper on
intelligence quotient.
An intelligence quotient, IQ, is a score that helps identify intelligence in an individual.
Different standardized tests are given to help determine an intelligence quotient score.
Modern IQ tests, group scores within ages ranges. As a result of modern IQ tests, use of a
mean average score of 100 and a standard deviation of 15, a vast majority of the population
has an IQ score that falls between 70 and 130. Most IQ tests are designed so that there is not
a score discrepancy between the different genders.
Many questions have been raised about the effects of social class and heredity on
Intelligence Quotient (IQ) testing. Throughout the middle of the 20th century, schools used
standardized tests and IQ tests to place students into tracks. Tracking can be defined in a
more general way as grouping students between classes, ―offering courses in academic
subjects that reflect differences in students’ prior learning‖. Distinctions in students were no
longer made based on whether students went on to the secondary grades, but rather what
curriculum track they were a part of in high school as opposed to the primary grades. The
perceived need of the government was to categorize students as officer or soldier caliber, and
IQ tests were used as the determinant of which category a person fell into. This translated
into the workforce needs, too.

5. A child with ID usually does best living at home. However, some families cannot provide
care at home, especially for children with severe, complex disabilities. This decision is
difficult and requires extensive discussion between the family and their entire support team.
Having a child with severe disabilities at home requires dedicated care that some parents may
not be able to provide. The family may need psychologic support. A social worker can
organize services to assist the family. Help can be provided by day care centers,
housekeepers, child caregivers, and respite care facilities. Most adults with ID live in
community-based residences that provide services appropriate to the person's needs, as well
as work and recreational opportunities.
2. Purpose
1. To Understand what is Type Of Listening
2. To know what is Depth Of Listening
3. To analyze Childhood reading skills linked to 'higher intelligence' in young adults.

6. CHAPTER II
EXPLANATION
1. Types Of Listening
Here are six types of listening, starting with basic discrimination of sounds and ending in
deep communication.
1. Discriminative listening
Discriminative listening is the most basic type of listening, whereby the difference
between difference sounds is identified. If you cannot hear differences, then you
cannot make sense of the meaning that is expressed by such differences.
We learn to discriminate between sounds within our own language early, and later are
unable to discriminate between the phonemes of other languages. This is one reason
why a person from one country finds it difficult to speak another language perfectly, as
they are unable distinguish the subtle sounds that are required in that language.
Likewise, a person who cannot hear the subtleties1
of emotional variation in another
person's voice will be less likely to be able to discern the emotions the other person is
experiencing.
Listening is a visual as well as auditory act, as we communicate much through body
language. We thus also need to be able to discriminate between muscle and skeletal
movements2
that signify different meanings.
2. Comprehension listening
The next step beyond discriminating between different sound and sights is to make
sense of them. To comprehend the meaning requires first having a lexicon of words at
our fingertips and also all rules of grammar and syntax by which we can understand
what others are saying.
1
Subtleties :the state or quality of being subtle. delicacy of discrimination. a fine-drawn distinction; refinement
of reasoning: the subtleties of logic.
2
Skeletal movements :Muscles exist in groupings that work to produce movements by muscle contraction .
Muscles are classified according to their actions during contractions as agonists, antagonists, or synergists.

7. The same is true, of course, for the visual components of communication, and an
understanding of body language helps us understand what the other person is really
meaning.
In communication, some words are more important and some less so, and
comprehension often benefits from extraction of key facts and items from a long spiel.
Comprehension listening is also known as content listening, informative listening and
full listening.
3. Critical listening
Critical listening is listening in order to evaluate and judge, forming opinion
about what is being said. Judgment includes assessing strengths and weaknesses,
agreement and approval.
This form of listening requires significant real-time cognitive effort as the
listener analyzes what is being said, relating it to existing knowledge and rules, whilst
simultaneously listening to the ongoing words from the speaker.
4. Biased listening
Biased listening happens when the person hears only what they want to hear,
typically misinterpreting what the other person says based on the stereotypes and
other biases that they have. Such biased listening is often very evaluative in nature.
5. Evaluative listening
In evaluative listening, or critical listening, we make judgments about what the
other person is saying. We seek to assess the truth of what is being said. We also
judge what they say against our values, assessing them as good or bad, worthy or
unworthy.
Evaluative listening is particularly pertinent when the other person is trying to
persuade us, perhaps to change our behavior and maybe even to change our beliefs.
Within this, we also discriminate between subtleties of language and comprehend the
inner meaning of what is said. Typically also we weigh up the pros and cons of an
argument, determining whether it makes sense logically as well as whether it is

8. helpful to us.Evaluative listening is also called critical, judgmental or interpretive
listening.
6. Appreciative listening
In appreciative listening, we seek certain information which will appreciate,
for example that which helps meet our needs and goals. We use appreciative
listening when we are listening to good music, poetry or maybe even the stirring
words of a great leader.
7. Sympathetic listening
In sympathetic listening we care about the other person and show this concern
in the way we pay close attention and express our sorrow for their ills and happiness
at their joys.
8. Empathetic listening
When we listen empathetically, we go beyond sympathy to seek a truer
understand how others are feeling. This requires excellent discrimination and close
attention to the nuances of emotional signals. When we are being truly empathetic, we
actually feel what they are feeling.
In order to get others to expose these deep parts of themselves to us, we also
need to demonstrate our empathy in our demeanor3
towards them, asking sensitively
and in a way that encourages self-disclosure.
9. Therapeutic listening
In therapeutic listening, the listener has a purpose of not only empathizing
with the speaker but also to use this deep connection in order to help the speaker
understand, change or develop in some way.
This not only happens when you go to see a therapist but also in many social
situations, where friends and family seek to both diagnose problems from listening
3
Demeanor : the way a person behaves towards others; conduct bearing, appearance, or mien.

9. and also to help the speaker cure themselves, perhaps by some cathartic process. This
also happens in work situations, where managers, HR people, trainers and coaches
seek to help employees learn and develop.
10. Dialogic listening
The word 'dialogue' stems from the Greek words 'dia', meaning 'through' and
'logos' meaning 'words'. Thus dialogic listening mean learning through conversation
and an engaged interchange of ideas and information in which we actively seek to
learn more about the person and how they think.
Dialogic listening is sometimes known as 'relational listening'.
11. Relationship listening
Sometimes the most important factor in listening is in order to develop or
sustain a relationship. This is why lovers talk for hours and attend closely to what
each other has to say when the same words from someone else would seem to be
rather boring.
Relationship listening is also important in areas such as negotiation and sales,
where it is helpful if the other person likes you and trusts you.
2. Depth Of Listening
This may be very active form of listening, with pauses for summaries and testing that
understanding is complete. By the end of the conversation, the listener and the speaker will
probably agree that the listener has fully understood what was said.
Full listening takes much more effort than partial listening, as it requires close
concentration, possibly for a protracted period. It also requires skills of understanding and
summary.
1. Deep listening
Beyond the intensity of full listening, you can also reach into a form of
listening that not only hears what is said but also seeks to understand the whole
person behind the words.

10. In deep listening, you listen between the lines of what is said, hearing the
emotion, watching the body language, detecting needs and goals, identifying
preferences and biases, perceiving beliefs and values, and so on.
To listen deeply, you need a strong understanding of human psychology
(which this site seeks to give you) and to pay attention not just to the words by the
whole person.
Deep listening is also known as 'Whole person' listening.
There are several different types of listening, based on how deeply you are listening to
the other person. If you can identify these, then you can choose which you want to
use.
2. False Listening
False listening occurs where a person is pretending to listen but is not hearing
anything that is being said. They may nod, smile and grunt in all the right places, but
do not actually take in anything that is said.
This is a skill that may be finely honed by people who do a lot of
inconsequential listening, such as politicians and royalty. Their goal with their
audience is to make a good impression in very short space of time before they move
on, never to talk to that person again. It is also something practiced by couples,
particularly where one side does most of the talking. However, the need for
relationship here can lead to this being spotted ('You're not listening again!') and
consequent conflict.
3. Initial listening
Sometimes when we listen we hear the first few words and then start to think
about what we want to say in return. We then look for a point at which we can
interrupt. We are also not listening then as we are spending more time rehearsing
what we are going to say about their initial point.
4. Selective listening

11. Selective listening involves listening for particular things and ignoring others.
We thus hear what we want to hear and pay little attention to 'extraneous'4
detail.
5. Partial listening
Partial listening is what most of us do most of the time. We listen to the other
person with the best of intent and then become distracted, either by stray thoughts or
by something that the other person has said.
We consequently dip inside our own heads for a short while as we figure out
what they really mean or formulate a question for them, before coming back into the
room and starting to listen again.
This can be problematic when the other person has moved on and we are
unable to pick up the threads of what is being said. We thus easily can fall into false
listening, at least for a short while. This can be embarrassing, of course, if they
suddenly ask your opinion. A tip here: own up, admitting that you had lost the thread
of the conversation and asking them to repeat what was said.
6. Full listening
Full listening happens where the listener pays close and careful attention to
what is being said, seeking carefully to understand the full content that the speaker is
seeking to put across.
3. Childhood reading skills linked to 'higher intelligence' in young adults.
a) Child Reading Skill
A new study published in the journal Child Development finds that having strong reading
skills as a child is a predictor for higher intelligence levels as a young adult.
In previous studies, reading ability has been associated with improved health, education,
socioeconomic status and creativity. The ability to read well can directly improve some of
4
Extraneous means coming from or belonging to the outside—extraneous noise is what you hear when you're in
a theater and a train passes by, extraneous wires bring your cable connection into the house.

12. these factors. An example is that by being able to extract information from texts, individuals
are better able to gain educational qualifications.
Early reading ability was not just associated with improved vocabulary and general
knowledge, but also with improved nonverbal intelligence.
But some researchers have suggested that the act of reading has "a causal effect on more
general cognitive abilities" that are associated with better life outcomes.
1. In short: reading itself may boost intelligence.
Other studies, however, suggest that there may instead be a shared genetic basis for
reading and cognition. It is also possible that keen reading in children may reflect knowledge-
seeking behavior rather than necessarily reading skill in itself, which could confound results.
To investigate the issue further, researchers from the University of Edinburgh and King's
College London, both in the UK, compared the results of reading and intelligence tests from
nearly 2,000 pairs of identical twins who were part of the Twins Early Development
Study.The tests were taken by the twins at the ages of 7, 9, 10, 12 and 16.
Twins were used because they are genetically identical - and in this study, the twin
participants were also brought up in the same family environments - which allowed the
researchers to isolate any differences that might be due to experiences not shared by the
twins. Examples of this kind of non-shared experience might include having a particularly
inspiring teacher or a friend who encourages reading.
The researchers found that twins with better early reading ability than their identical
sibling would not only remain better at reading as they grew older, but would also score
higher than their twin on general intelligence tests.
What is more, early reading ability was not just associated with improved vocabulary and
general knowledge, but also with improved nonverbal intelligence.

13. "It's not too surprising that being better at reading might improve your vocabulary," lead
author Stuart Ritchie told Medical News Today, "but it is more surprising that there were
effects on nonverbal intelligence."
He explains:
"It's possible that reading helps train children to use abstract thinking, as they have to imagine
other people, places, and things while reading. This would be helpful in more general
problem-solving tasks, such as those on IQ tests. Also, being better at reading might involve
more practice of sitting down and concentrating on a task, which again would be useful for
intelligence test performance."
As well as reading, Ritchie and colleagues suggest that other school activities such as
learning mathematics, practicing self-control, or physical activity may also contribute to
cognitive development, and they suggest that this should be a focus of future research.
The team also thinks that further studies should investigate the precise age at which
reading begins to have an effect on cognitive development. In the new study, this age was 7,
but as that was the earliest age group studied, the researchers suggest it is possible that this
association could be found in even earlier readers.
2. 'General intelligence' versus 'multiple intelligences'
For the study, Ritchie and his team set the children standard IQ tests to grade their
"general intelligence," which involved vocabulary and general knowledge tests for verbal IQ,
and pattern-completion reasoning puzzles for nonverbal IQ.
MNT asked Ritchie if other types of intelligence, such as the "multiple intelligences"
categories of logical-mathematical, musical, spatial, bodily-kinesthetic and interpersonal
intelligence were also cross-referenced against reading ability.
"Emotional intelligence, and even more so 'multiple intelligences,' are controversial
constructs," he replied, explaining that many psychological scientists do not recognize
them as "intelligences."

14. "They are not reliably separable - many of them can be subsumed under general
intelligence, which is what we measured in this study. We would not have expected to
find effects on very specific skills, such as musical ability."
Ritchie adds that general intelligence "has been shown in hundreds of studies across
the past century to relate strongly to educational success, occupational success, and even
health," pointing out that people who score higher on intelligence tests tend to live longer.
"So anything that genuinely boosts intelligence would be very important and useful.
Another major finding in the psychological literature has been that all mental abilities tend to
correlate positively together, and to some extent they all correlate with academic ability."
b) Intellectual Disability
Intellectual disability (previously called mental retardation5
) is significantly subaverage
intellectual functioning present from birth or early infancy, causing limitations in the ability
to conduct normal activities of daily living.
a) Intellectual disability (ID) can be genetic or the result of a disorder that interferes with
brain development.
b) Most children with ID do not develop noticeable symptoms until they are in
preschool.
c) The diagnosis is based on the results of formal testing.
d) Proper prenatal care lowers the risk of having a child with ID.
e) Support from many specialists, therapy, and special education help children achieve
the highest level of functioning possible.
f) The previously used term mental retardation has acquired an undesirable social
stigma, so health care practitioners have replaced it with the term intellectual
disability.
g) ID is not a specific medical disorder like pneumonia or strep throat, and it is not a
mental health disorder. People with ID have significantly below average intellectual
functioning that limits their ability to cope with one or more areas of normal daily
living (adaptive skills) to such a degree that they require ongoing support. Adaptive
skills are divided into 3 areas:
5
Retardation is a word to describe someone who is mentally slow.

15. a. Conceptual area: Competence in memory, reading, writing, and math
b. Social area: Awareness of others' thoughts and feelings, interpersonal skills, and
social judgment
c. Practical area: Personal care, task organization (for work or school), money
management, and health and safety
People with ID have varying degrees of impairment, classified from mild to profound.
Although fundamentally, impairment is caused by the decreased intellectual functioning
(typically measured by standardized intelligence tests), the degree of impairment depends
more on the amount of support the person requires. For example, a person who has only mild
impairment on an intelligence test may have such poor adaptive skills that extensive support
is required. Support is categorized as intermittent, limited, extensive, or pervasive.
Intermittent means occasional support. Limited means support such as a day program in a
sheltered workshop. Extensive means daily, ongoing support. Pervasive means a high level of
support for all activities of daily living, possibly including full-time nursing care.
Based only on IQ test scores, about 3% of the total population are considered to have ID.
However, if classification is based on the need for support, only about 1% of people are
classified as having significant mental (cognitive) limitation.
Levels of Intellectual Disability6
Level IQ
Range
Ability at
Preschool Age
(Birth to 6
Years)
Adaptive Skills at
School Age (6 to 20
Years)
Support Required at
Adult Age (21 Years
and Older)
Mild IQ 52–
69
Often presents as
speech-language
delay.
Often not
diagnosed until
Some difficulty learning
reading, writing, and
math, but can learn up
to about the 6th-grade
level by late teens
Problems making plans
Needs guidance and
assistance in complex
tasks (such as health
care and legal
decisions) and during
times of unusual social
6
Research table Intellectual Quotation by Journal of School Psychology: Randy G. Floyd

16. later age
Can develop
social and
communication
skills
and managing money
Socially immature but
can be expected to learn
appropriate social skills
Some limitation of
judgment and
understanding of risk—
more easily manipulated
by others
or economic stress
Can usually achieve
enough social and
vocational skills for
self-support
Moderate IQ 36–
51
Poor social
awareness
Can profit from
training in self-
help
Can talk or learn
to communicate
With difficulty can
progress to elementary
school level in
schoolwork
May learn to travel
alone in familiar places
Social judgment and
understanding
significantly limited but
can learn some social
and occupational skills
May have successful
friendships and
sometimes romantic
relationships
Cares for simple
personal and household
needs after extended
guidance
Needs supervision and
guidance managing
money, scheduling, and
all but simplest daily
tasks
May achieve self-
support by doing
unskilled or
semiskilled work under
sheltered conditions
Severe IQ 20–
35
Able to learn
some self-help
skills
Has limited
Can talk or learn to
communicate about
simple, everyday events
and learn simple health
habits
Can develop some
useful self-protection
skills in controlled
environment
Requires support for all

17. speech skills
Can say a few
words
Little understanding of
written language,
numbers, time, or
money
Benefits from habit
training
Usually successful
relationships with
family members and
familiar others but
sometimes maladaptive
behavior (including
self-injury)
daily tasks although
may contribute
partially to self-care
under complete
supervision
Profound IQ 19
or
below
May need nursing
care due to limited
self-care skills
Extreme cognitive
limitation
Often sensory
and/or physical
impairments
Limited understanding
of speech or gesture;
communicates mainly
nonverbally
Enjoys company of
well-known family and
caretakers but sensory
and physical
impairments often limit
social activities
Usually needs nursing
care
May have very limited
participation in self-
care
CHAPTER III
CONCLUSION

18. Critical listening is a form of listening that if usually not mentioned, since it involves
analysis, critical thinking and judgment. Making judgments during listening is often
considered as a barrier to understand a person, and there's a lot of truth in that.
However, critical listening occurs when you still want to understand what the other
person is saying, but also have some reason or responsibility to evaluate what is being said to
you and how it is being said. For example, if there's an upcoming election and you need to
decide who to vote for, you probably use some form of critical listening when you watch a
televised debate. You listen, and you evaluate.
All children with ID benefit from special education. The federal Individuals with
Disabilities Education Act (IDEA) requires public schools to provide free and appropriate
education to children and adolescents with ID or other developmental disorders. Education
must be provided in the least restrictive, most inclusive setting possible—where the children
have every opportunity to interact with non-disabled peers and have equal access to
community resources
CHAPTER IV
REFERENCES

19. ChangingMinds –in detail- ; David Straker ; Amazon
UjangSuparman, M.A., Ph.D. 2010. Psycholinguistics The Theory of Language Acquisition.
ARFINO RAYA: Bandung
Journal of School Psychology: Randy G. Floyd; University of Memphis; 202 Psychology
Building; 400 Innovation Drive; Memphis, TN 381