ABSTRACT: In this experiment, the auditory comprehension of two groups of gifted children in Grade Four FLES is compared. The experimental group had listening-speaking activities and, from the second day of instruction, reading activities as part of their daily classwork. The control group, covering the same content, used listening and speaking activities.

Individual children in the experimental group were matched with individual children in the control group for sex, age, and reading achievement level. There were 78 pupils in each group, making a total of 156 pupils in the study. The null hypothesis of no difference between the two groups was tested at the.05 level of confidence, using a “t” test. The results showed that the experimental group outperformed the control group in auditory comprehension, and that the girls surpassed the boys in each group. A rethinking of FLES methodology is indicated, particularly with respect to gearing the program to meet the needs of individual “learning styles.”