ERIC Number: EJ1168842
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Read-Aloud Accommodations, Expository Text, and Adolescents with Learning Disabilities
Meyer, Nancy K.; Bouck, Emily C.
Learning Disabilities: A Multidisciplinary Journal, v22 n1 p34-47 2017
Adolescents with learning disabilities in reading have difficulties with reading and understanding difficult gradelevel curricular material. One frequently used method of support is using read-aloud accommodations, which can be live read-alouds or text-to-speech (TTS) read-alouds. A single case alternating treatment design was used to examine the effectiveness of live and TTS read-aloud accommodations on reading comprehension and task completion time for four secondary students with learning disabilities in reading. Compared to reading independently during baseline, neither live nor TTS read-aloud accommodations increased comprehension to sufficient levels of proficiency, suggesting read-alouds alone are not sufficient to support adolescents with learning disabilities. The lack of effect of one read-aloud intervention over the other also suggested teachers need to determine whether read-alouds are appropriate for students with learning disabilities on an individual basis, based on personal preferences, needs, and strengths.
Descriptors: Reading Difficulties, Reading Instruction, Academic Accommodations (Disabilities), Learning Disabilities, Adolescents, Reading Comprehension, Assistive Technology, Reading Aloud to Others, Oral Reading, Comparative Analysis, Secondary School Students, Intervention, Grade 7, Reading Achievement, Expository Writing, Reading Tests, Pretests Posttests, Literacy Education, Interviews
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Reading Mastery Test
Grant or Contract Numbers: N/A