Reading comprehension in a child with auditory figure-ground difficulties and a language-literacy disorder

Abstract

The purpose of this study was to determine whether there were differences in reading comprehension scores across various auditory and visual modalities in one participant with a diagnosis of a language-literacy disorder as well as auditory figure-ground difficulties. A single-subject case study design was used to complete this research. Data was collected for a total of six weeks. Three reading modalities were presented to the participant: visual only via paper, visual and audio via iPad®, and audio only via iPad®. Each modality, with the presence of background noise, was paired with a passage that the participant read, followed by five comprehension questions. Each question was presented in multiple-choice format. Results indicate that further research is needed in order to distinguish which modality is best for a child with these diagnoses.