Research indicates that listening skills can be improved through direct and indirect instruction in listening; that reading and listening comprehension skills are closely related; that they both involve the same mental processes; and that instruction in either skill affects the other favorably. Little emphasis is placed on teaching listening skills because of the following misconceptions: (1) listening is a matter of intelligence; (2) children's listening ability is determined by hearing acuity; (3) children listen automatically; and (4) teaching reading is more important than teaching listening. A behavioral definition of listening is "the act of hearing sound sequences or patterns, purposefully directing attention to these, and actively applying appropriate cognitive skills which result in the listener's obtaining meanings, forming concepts, interpreting data, and predicting outcomes from these patterns." To be effective, instruction in listening must be on three levels--sensory, perceptual, and cognitive. This instruction should be developed throughout the child's school career. The teacher should identify behavioral objectives and select only the best and most recent materials when teaching listening skills. (SW)