Using Verbatim Text Recordings to Enhance Reading Comprehension in Learning Disabled Adolescents

Abstract

Three experiments are reported that examine the effects of using verbatim text recordings to increase LD adolescents' comprehension and learning of information from their textbooks. Under highly controlled, conditions using paragraph-length selections and immediate comprehension tests, a group of 16 LD adolescents made significant improvements in comprehension In both a read and listen condition and a listen-only condition when compared to a read-only condition. However, when students studied chapterlength material over a week-long period, the use of supplemental auditory tapes did not improve performance on comprehension tests. The last experiment evaluated the effects of supplemental auditory material as an aid to learning chapter-length material when students were required to complete a worksheet as they read the material. Under these conditions, verbatim text recordings did produce significant gains in performance on weekly comprehension tests. In addition to the group effects, there were wide individual differences in response to the interventions that were associated with both reading skills and intelligence levels.