Examining the Impact of Audio Presentation on Tests of Reading Comprehension

Laitusis, Cara Cahalan

doi:10.1080/08957341003673815

Cited by 33 publications

(30 citation statements)

References 10 publications

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“…The magnitude of correlations of the TLC-n and TLC-e forms with listening comprehension ratings were slightly lower than the correlations with reading comprehension ratings. It is possible that teachers based their evaluation of listening comprehension on similar paper-and-pencil reading tests (Laitusis, 2012). Listening comprehension and vocabulary correlations were low, ranging from 0.26 to 0.44.…”

Section: Discussionmentioning

confidence: 99%

Listening Comprehension Assessment: Validity Studies of Two Vertically Scaled Tests for Portuguese Students [Evaluación de la Comprensión Oral: Estudios de Validez de Dos Tests con Versiones Escaladas Verticalmente para Alumnos Portugueses]

et al. 2014

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a b S t r a C tThis study aims to gather construct-and criterion-related validity evidence for the Test of Listening Comprehension of Narrative Texts (TLC-n) and the Test of Listening Comprehension of Expository Texts (TLC-e), each composed of a vertically scaled form for Portuguese students from the first to fourth grades of primary school. A sample of 1342 students and a sample of 1168 students participated in the study of the TLC-n and TLC-e forms' dimensionality, respectively. Two hundred and eighty students participated in the criterion-related validity study of the tests. Confirmatory factorial analyses were performed for the study of the test forms' dimensionality. To collect criterion-related validity evidence, Pearson correlations with measures of listening and reading related skills were calculated. Results provide evidence of an acceptable fit for the one-factor solution, for all forms, and statistically significant correlations between the test forms and the external criteria measures. There is evidence for the validity of the test forms.

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Section: Discussionmentioning

confidence: 99%

Listening Comprehension Assessment: Validity Studies of Two Vertically Scaled Tests for Portuguese Students [Evaluación de la Comprensión Oral: Estudios de Validez de Dos Tests con Versiones Escaladas Verticalmente para Alumnos Portugueses]

et al. 2014

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“…For instance, Meloy et al () and McKevitt and Elliott () found similar gains for students with and without disabilities as a result of receiving read‐aloud accommodations on reading tests. Crawford and Tindal () and Laitusis (), however, found a differential boost from the read‐aloud accommodation compared to the nonaccommodation condition for students with disabilities relative to students without disabilities. In summary, studies on the use of read‐aloud accommodations in reading tests present mixed findings, and whether we should provide read‐aloud accommodations in reading tests continues to be a controversial issue (Thurlow et al., ).…”

Section: Literature Reviewmentioning

confidence: 99%

The Effects of Read‐Aloud Accommodations for Students With and Without Disabilities: A Meta‐Analysis

2014

Educational Measurement

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Read‐aloud accommodations have been proposed as a way to help remove barriers faced by students with disabilities in reading comprehension. Many empirical studies have examined the effects of read‐aloud accommodations; however, the results are mixed. With a variance‐known hierarchical linear modeling approach, based on 114 effect sizes from 23 studies, a meta‐analysis was conducted to examine the effects of read‐aloud accommodations for students with and without disabilities. In general, both students with disabilities and students without disabilities benefited from the read‐aloud accommodations, and the accommodation effect size for students with disabilities was significantly larger than the effect size for students without disabilities. Further, this meta‐analysis reveals important factors that influence the effects of read‐aloud accommodations. For instance, the accommodation effect was significantly stronger when the subject area was reading than when the subject area was math. The effect of read‐aloud accommodations was also significantly stronger when the test was read by human proctors than when it was read by video/audio players or computers. Finally, the implications, limitations, and directions for future research are discussed.

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“…• Using video games and multimedia as tools for teaching writing (Gerber & Price, 2011;Heaven, 2014;Proske, Roscoe & McNamara, 2014), • Using multisensory stimuli to enhance the quality of reading comprehension (Baines, 2008(Baines, , 2013Dymock & Nicholson, 2010;Laitusis, 2010), • Using multimedia to teach listening and speaking skills (Fisher & Frey, 2014;Nguyet & Mai, 2012;Skouge, Rao & Boisvert, 2007).…”

Section: New Toolsmentioning

confidence: 98%

The Language Arts as Foundational for Science, Technology, Engineering, Art, and Mathematics

Baines

2015

Emerging Technologies for STEAM Education

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To what extent are the language arts relevant, useful, and self-sustaining in an era of rapid technological and scientific innovation? Historically, the language arts have been influenced by three curricular models-competency-based instruction, the Heritage Curriculum, and the process approach. The suitability of these curricular models for the future, the myriad ways that the language arts support and extend innovation, and the unique attributes of 21st century literacies are discussed.

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Examining the Impact of Audio Presentation on Tests of Reading Comprehension

Cited by 33 publications

References 10 publications

Listening Comprehension Assessment: Validity Studies of Two Vertically Scaled Tests for Portuguese Students [Evaluación de la Comprensión Oral: Estudios de Validez de Dos Tests con Versiones Escaladas Verticalmente para Alumnos Portugueses]

Listening Comprehension Assessment: Validity Studies of Two Vertically Scaled Tests for Portuguese Students [Evaluación de la Comprensión Oral: Estudios de Validez de Dos Tests con Versiones Escaladas Verticalmente para Alumnos Portugueses]

The Effects of Read‐Aloud Accommodations for Students With and Without Disabilities: A Meta‐Analysis

The Language Arts as Foundational for Science, Technology, Engineering, Art, and Mathematics

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