NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: EJ712461
Record Type: Journal
Publication Date: 2005-Apr-1
Pages: 5
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0362-8930
EISSN: N/A
Available Date: N/A
Louder, Please: For Some Kids, the Best Way to Read Is to Turn up the Volume
Wysocki, Barbara
School Library Journal, v51 n4 pS10 Apr 2005
Looking at printed pages is no longer the only way to enjoy a story or learn facts. Today there's a wealth of titles being produced as sound recordings, and teachers can use these audiobooks to improve listening skills, to arrange an audio author visit, and to provide an extra set of vocal chords in the classroom. Recorded books can help educators address the needs of students who are learning to speak English. Children with different learning styles and those with disabilities such as dyslexia are likely to be more successful when reading includes an audio component. Finally, 21st century students have been pushing buttons since their toddler years and they're comfortable with an array of machines in their learning environment. According to the Audio Publishers Association, the number of books transformed into sound recordings has increased 350% in the last 15 years. In addition to being available on cassettes and CDs, these recordings also vary in their style of presentation. Both abridged and unabridged works are available. Many books are read by a single narrator, but recordings that feature a cast may have as many actors as story characters. Even film stars have added their voices as narrators, and on rare, often wonderful, occasions an author will read his or her own book. Versatile and easy-to-use, audiobooks are technology's adaptation of the sage sharing stories by the fire and a much-needed teacher's assistant in today's busy classroom.
School Library Journal, 360 Park Avenue South, New York, NY 10010. Web site: http://www.schoollibraryjournal.com.
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A