A study explored the effects of an expanded Language Experience Approach (LEA) on listening comprehension skills of kindergarteners. During a 2-year period, two exerpiments were conducted with different groups of kindergarteners. The second experiment replicated the first experiment and was conducted to determine if an expanded LEA would produce different effects with kindergarteners who were more representative of the population than were those in the first experiment. In both experiments, the experimental (expanded LEA) and the control (traditional LEA) conditions were implemented by the same two teachers. A total of 44 kindergarteners were involved in the first experiment (22 experimental and 22 control) and a total of 47 kindergarteners were involved in the second experiment (23 experimental and 24 control). The two LEA conditions differed only in the kinds of follow-up activities associated with each of the conditions. The results of both experiments favored the use of an expanded LEA. The oral cloze results of experiment 1 revealed significant differences between the experimental and control groups on beginning (p<.05), medial (p<.01), and total cloze (p<.01) scores. In experiment 2, the experimental and control groups differed significantly (p<.05) on beginning, medial, and total cloze scores. Significant differences in final cloze scores of the experimental and control groups were not found in either of the experiments. Results indicated that the use of an expanded LEA is likely to be more effective than the traditional LEA in facilitating development of listening comprehension skills. (Three tables of data are included and 21 references are attached.) (Author/MG)