Audiobooks, Print, and Comprehension: What We Know and What We Need to Know

Autor/inn/en	Singh, Anisha; Alexander, Patricia A.
Titel	Audiobooks, Print, and Comprehension: What We Know and What We Need to Know
Quelle	In: Educational Psychology Review, 34 (2022) 2, S.677-715 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Singh, Anisha) ORCID (Alexander, Patricia A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-021-09653-2
Schlagwörter	Audio Books; Printed Materials; Reading Materials; Reading Comprehension; Elementary School Students; Secondary School Students; College Students; Age Differences; Listening + Suchen Sie Ihr Suchwort? Leseverstehen; Sekundarschüler; Collegestudent; Age; Difference; Age difference; Altersunterschied; Hörvorgang; Zuhören
Abstract	The purpose of this review was to examine the effects that audiobook listening and print reading have on comprehension performance and the role that learner characteristics, text features, and contextual factors play in reported outcomes. The review, which included 32 documents, covered elementary, secondary, and college students who processed narrative and expository texts aurally via audiobooks and visually on paper or screen. Analysis showed that the majority of studies were conducted in classrooms where audiobooks were co-presented with printed texts. It was also shown that audiobooks by themselves tended to facilitate comprehension better than print when students were younger (g = 0.28 to g = 0.58). For identified populations, such as struggling readers and EFLs, the co-presentation of audiobooks with print proved better for comprehension than print alone (g = 0.32 to g = 1.67). There was a paucity of studies that directly compared audiobook listening to print reading; targeted older students with no identified learning needs; or focused on exposition. Implications for instructional practice and future research are forwarded, based on the patterns that emerged from this review. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01