Using audiotaped books to extend classroom literacy instruction into the homes of second-language learners

Author(s): Koskinen, P. S., Tennant, N., Parker, E. M., Straub, M., Curry, C.

Journal/Book: J Read Behav. 1995; 27: 11 E Hubbard St, Ste 200, Chicago, IL 60611. Natl Reading Conference Inc. 535-563.

Abstract: The purpose of this study was to investigate whether home-based repeated reading with an audio model is a significant supplement to the literacy instructional program of second-language learners. It was hypothesized that beginning first-grade readers who spoke English as a second language would benefit from having dairy access to repeated reading in their home environment. To provide this access, books that had been shared in school were given to students for daily home use. After home rereading routines were established, students were then given a tape recorder and audiotapes to accompany these books. This enabled students to hear the English storybook as they followed along looking at the printed text. Of specific interest in this study was the effect of repeated reading with an auditory model on first-grade students' reading fluency and self-monitoring behavior. Also of interest was the effect of this school/home reading activity on student reading motivation and behavior. This 19-week study employed a single-subject reversal design (ABA) with multiple baselines across individuals. Home-based repeated reading of books (A/Baseline) was compared to the home reading of books with audiotapes (B/Intervention). The study involved a single subject and four replications. Results from this study indicate that all five participating second-language learners received substantial benefit from the opportunity to practice reading books with audiotapes at home. It appears that the support provided by the audiotapes enabled students to fluently read increasingly more difficult texts.

Note: Article IH Blum, Fairfax Ctr Publ Sch, Fairfax, VA USA

Keyword(s): REPEATED READINGS; TALKING BOOKS; READERS; FLUENCY; STORIES

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