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Differences in Reading Comprehension Levels for Students Between Traditional Reading and Audio Recording Methods

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dc.contributor.author DiBacco, Kathleen
dc.date.accessioned 2022-06-22T18:34:29Z
dc.date.available 2022-06-22T18:34:29Z
dc.identifier.uri http://hdl.handle.net/20.500.12262/257
dc.description.abstract As personal technology has become increasingly integrated and accessible into the daily lives of people of all ages, it has changed how all people, specifically young children, and adolescents, interact with the world around them. New technology significantly alters the landscape of education, and the current rise in personal technology has the potential to enhance the learning process. With the increase in accessibility and advertisement of audiobooks to children and adolescents without learning disorders or visual disability, there is a responsibility to determine the effect that audiobooks may have on the development of a healthy adolescent brain. Additionally, millions of students rely on alternative accommodations to even the playing field in their educational environment. There is an obligation to these students to ensure that they are receiving appropriate and effective accommodations that do not compromise the validity of standardized testing or the confidentiality of the students. The focus on developmental learning disorders and early reading skills in past research on the topic of audiobooks leaves room to discover the impact that this technology can have on more mature readers who do not experience the difficulties associated with a learning disorder. This study aims to discover the effect of audiobooks used in place of traditional reading on healthy adolescents’ reading comprehension levels.
dc.title Differences in Reading Comprehension Levels for Students Between Traditional Reading and Audio Recording Methods
dc.date.updated 2020-07-31T10:01:21Z
dc.language.rfc3066 en


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