Study in the use of audiobooks for reading in gifted students
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.
Description
Thesis (M.Ed.)--Wichita State University, College of Education, Dept. of Curriculum and Instruction