Reading comprehension in a child with auditory figure-ground difficulties and a language-literacy disorder
Dowling, Regina M.
AdvisorMarble-Flint, Karissa J.
MetadataShow full item record
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.
Thesis (M.A.)-- Wichita State University, College of Health Professions, Dept. of Communication Sciences and Disorders