ERIC Number: ED071028
Record Type: RIE
Publication Date: 1972
Reference Count: N/A
The Effect of Simultaneous Aural-Visual Language Reception on Reading Ability Among Selected Educationally Disadvantaged Freshmen Students.
Rao, Anasuya S.
To determine the effect on simultaneous aural-visual training on the silent reading ability of 72 educationally disadvantaged black college freshmen, three different means of training were investigated. One experimental group (aural-visual) had a simultaneous reading-listening type of training via individual listening headsets with the visual presentation in printed form. Another experimental group (aural) only received presentation through listening headsets; and the control group received identical materials in printed form only. The STEP Listening Test, the Nelson-Denny Reading Test, and the Otis Quick-Scoring Mental Ability Test were administered as pre- and posttests, while multiple choice tests constructed by the investigator immediately followed the training exercises. The project lasted 4 weeks and instruction was received 30 minutes each day, 4 days a week. Results indicated that the simultaneous aural-visual training was more effective in improving reading comprehension, that there was no significant difference between the two experimental methods in improving listening comprehension, that the control group also made significant gains in listening comprehension, and that there was no significant difference between methods in improving vocabulary even though gains were made. (Author/HS)
Descriptors: Audiovisual Centers, Audiovisual Instruction, Aural Learning, Black Students, College Freshmen, Educationally Disadvantaged, Listening Comprehension, Reading Ability, Reading Comprehension, Silent Reading, Vocabulary Development
University Microfilms, A Xerox Company, Dissertation Copies, Post Office Box 1764, Ann Arbor, Michigan 48106 (Order No. 72-24,325, MF $4.00, Xerography $10.00)
Publication Type: N/A
Education Level: N/A
Authoring Institution: N/A
Note: Ph.D. Dissertation, Texas A&M University