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Study in the use of audiobooks for reading in gifted students

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dc.contributor.advisor Gibson, Kay L. en_US
dc.contributor.author Simkins, John James en_US
dc.date.accessioned 2010-05-03T18:54:39Z
dc.date.available 2010-05-03T18:54:39Z
dc.date.issued 2009-05 en_US
dc.identifier.other t09014 en_US
dc.identifier.uri http://hdl.handle.net/10057/2435
dc.description Thesis (M.Ed.)--Wichita State University, College of Education, Dept. of Curriculum and Instruction en_US
dc.description.abstract This study explored the question of whether using recorded texts in conjunction with written texts might improve gifted students’ reading comprehension. Participants were thirteen gifted readers from two elementary schools, in grades 1 to 5. Participants alternated reading texts at their reading level with, and without, the aid of audio recordings. Immediately following the reading of the text, participants took a short comprehension test. Participants completed pre- and post- treatment surveys to determine to measure their attitudes towards listening versus reading and how they may have changed during the study. Five participants scored higher using the Read / Listen treatment; four did equally well using either treatment; and four scored better on the Read Only treatment. Participants who scored better on the Read / Listen treatment scored at least a full letter grade higher than with the Read Only treatment. en_US
dc.format.extent x, 41 p. en_US
dc.format.extent 296184 bytes
dc.format.mimetype application/pdf
dc.language.iso en_US en_US
dc.publisher Wichita State University en_US
dc.title Study in the use of audiobooks for reading in gifted students en_US
dc.type Thesis en_US

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