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ERIC Number: EJ1168842
Record Type: Journal
Publication Date: 2017
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1046-6819
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.
Sagamore Publishing LLC. 1807 North Federal Drive, Urbana, IL 61801. Tel: 800-327-5557; Tel: 217-359-5940; Fax: 217-359-5975; e-mail: journals@sagamorepub.com; Web site: http://js.sagamorepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Reading Mastery Test