At this time there should be a discussion between the students and the teacher that is connected to the objectives and purposes for reading that were originally established.
For example, if the skill that was established was sequencing the students will need to recall information about the order of the events in the story.
The end is a way to tie together the skills that the students were focusing on and to summarize what they have learned as a result of listening to the story.
After the teacher has discussed the story and the objectives as a group an independent activity can be done to assess what the students have learned.
Examples of the different types of skills that the directed listening activity can be used to enhance are: literal information such as, sequencing and recalling facts, inferential responses such as, interpreting the feelings of characters, making predictions, relating story events to real-life experiences and visualizing, or critical responses such as, evaluating and problem solving.
The study also proved that the modeling and scaffolding used by the teacher during this technique better prepared students to understand unfamiliar texts.
It will lead to the creation of more engaged and skilled readers who possess the ability to think critically and analyze the texts that they have read.