The study investigated the effectiveness of listening, as an alternative to reading, in learning content-area material among five dyslexic adolescent boys. Listening comprehension was measured under conditions that controlled for the possible effects of apparent expressive language difficulties and utilized mechanically time-altered speech to optimize individual processing characteristics. Listening was found to be a potential avenue for learning content-area material. Further, findings underscore the value of a response format that minimizes involvement of expressive language in severely disabled students with identifiable expressive language difficulties. Results also suggest that the facilitative effects of time-altered presentations of material for listening merit further investigation.
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