If you can’t read it then audio read it

Byrom, Gillie

doi:10.1111/1467-9345.00081

Cited by 10 publications

(3 citation statements)

References 3 publications

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“…26 Others like Gillie Byrom' s early study on using audiobooks with struggling readers suggest great potential for use of these alternate formats. 27 R. M. Casbergue and K. Harris' s literature review is an excellent summation of pre-1996 research on listening and literacy. 28 Their review notes the importance of hearing stories for both younger and older children and segues neatly into an argument for including audiobooks in the curriculum.…”

Section: Audiobooks: Additional Education Research Prior To 2006mentioning

confidence: 99%

Audiobooks and E-books

Moyer¹

2012

Reference &Amp; User Services Quarterly

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Section: Audiobooks: Additional Education Research Prior To 2006mentioning

confidence: 99%

Audiobooks and E-books

Moyer¹

2012

Reference &Amp; User Services Quarterly

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“…The act of following the text while listening to an audiobook has shown benefits beyond improved test scores (Byrom, 1998). Byrom noted that the modeling of good reading can motivate and engage students with its intonation and nuance.…”

Section: Reading and Listening In Literacy Developmentmentioning

confidence: 99%

Constructivism in Practice: The Potential of Ubiquitous, “LowTech” Audio Devices for Literacy Development in the 21st Century

Jablonski¹

2011

NWJTE

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In this study, four graduate level preservice teachers used inexpensive, MP3 players preloaded with audiobooks with the objective of increasing the reading fluency and digital literacy of elementary school children. The data collected included preintervention surveys, pre/post oral reading fluency scores, a log of daily listening experiences, and preservice teacher journals. The findings indicated that student-participants' oral reading fluency scores improved along with the students' confidence in reading. Additionally, both the preservice teachers, and the student-participants reported an increased awareness of how technology can be used for literacy development and enjoyment, suggesting an enhancement of digital knowledge and skills. The 21st century skills agenda is the latest iteration of recommendations from government, business, and educator consortia, outlining basic competencies such as critical thinking and problem solving, communication and collaboration, creativity and innovation, etc., (Partnership for 21 st Century Skills, 2000). Some of this framework is familiar to readers of previous reports from as far back as the Nation at Risk (U.S. DOE, 1983), or Scans 2000 (U.S. Dept. of Labor, 1991). Unlike the previous skills agendas, the current framework clearly identifies the need for competencies related to information, communication, and technology (ICT) literacy. Demonstrating literacy in ICT means being able to: (a) Use technology as a tool to research, organize, evaluate and communicate information, (b) Use digital technologies (computers, PDAs, media players, GPS, etc.), communication/networking tools and social networks appropriately to access, manage, integrate, evaluate and create information to successfully function in a knowledge economy, and (c) Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies (Partnership for 21 st Century Skills, 2000). The cultivation of the aforementioned 21 st century technology skills should be informed by past research on the so-called-second digital divide‖, referring to disparities in online resources and expertise, to accomplish skill development. The-second digital divide‖ departs from the dichotomous view of the-first digital divide‖-having access or not having access to the Internet-and broadens the concept to include disparities in type of use, extent of use, and-the additional resources that allow people to use technology well‖ (Hargittai, 2001; U.S. Dept. of Commerce, 1983; Warschauer, 2002, p. 4). This broader view of digital inequity addresses the different experiences students have using digital technologies based on their race, socioeconomic status, ability, school location, teacher or other mediating social factors (i.e. friends, family, others). In consideration of new skills and new literacies that all students need for successful lives in this century, teachers are challenged with the need to incorporate various technologies into their classrooms, to further support students' inte...

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“…Research evidence is available to show that ETBs can facilitate comprehension through the use of narrations, illustrations, and some animations (Doty, Popplewell, & Byers, 2001), and it follows that increased comprehension should promote interest and motivation to read. Byrom (1998) has pointed out the benefits of audiobooks, which are simply audio recordings of books to which students can listen as they read the hard copy book. Benefits include exposure to print, visual word recognition, the removal of decoding barriers, and the stimulation of reading for pleasure.…”

Section: Rationale For Using Etbs To Encourage Reluctant Readers To Rmentioning

confidence: 99%

“Making Time” for Reading: Factors That Influence the Success of Multimedia Reading in the Home

Oakley

Jay

2008

The Reading Teacher

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Most children seem to love computers, and there has been much speculation and research about how educators might harness this interest to facilitate literacy learning. A growing body of research indicates that electronic talking books (ETBs) can help children learn to read and encourage them to read, so we decided to investigate what would happen if ETBs were used alongside or instead of traditional books as home reading, as a means of encouraging reluctant readers to engage in reading at home. Three schools in Australia participated in the 10‐week (one school term) project, and 41 reluctant readers were involved. The study has identified several inhibitive and enhancing factors to guide practice. يبدو أن معظم الأطفال يحبون الحاسوب وبالتالي قد كان هنالك تخمينات وأبحاث علمية كثيرة بشأن كيف قد يسخّر الأساتذة هذا الاهتمام من أجل تسهيل تعليم القراءة والكتابة. وتشير مجموعة الأبحاث العلمية المتنامية أن الكتب المتحدثة الألكترونية قد تساعد الأطفال في تعلّم القراءة وتشجيعهم على القيام بها فقد قررنا أن نستقصي ما سيحدث لو استخدمت الكتب المتحدثة الألكترونية جنباً إلى جنب مع الكتب التقليدية أو بدلاً منها للقراءة في البيت كوسيلة لتشجيع القراء المترددين على القيام بها في البيت. لقد شاركت ثلاث مدارس في البرنامج الذي دام عشرة أسابيع (فصل دراسي واحد) واشترك فيه 41 قارئاً متردداً. وقد عيّنت هذه الدراسة عدة عوامل تحريمية وتحسينية لتوجيه التمرن والتدرب. 大部份小孩子似乎都喜爱计算机，就教育工作者如何利用这份喜爱去促进小孩子的读写能力学习这个课题，一直以来都存在着许多猜测與研究。越来越多的研究指出，电子发声图书既可帮助儿童学习阅读又可增强他们的阅读兴趣。为此，作者调查如果把电子发声图书加进或取代传统家庭读物，对那些不大喜欢在家阅读的孩子会产生什么影响。在澳洲有三所学校参加这个为期十周（一整学期）的研究计划，研究对象是四十一名不大愿意在家阅读的学生。研究结果识别出若干个阻碍因素和促进因素，以作教学指引。 La plupart des enfants semblent aimer les ordinateurs, et il y a eu beaucoup de discussions et de recherches pour voir comment les pédagogues pourraient tirer parti de cet intérêt afin de faciliter l'apprentissage de la lecture‐écriture. Des recherches de plus en plus nombreuses indiquent que les livres électroniques qui parlent peuvent aider les enfants à apprendre à lire et les encourager à lire, aussi avons‐nous décidé d'étudier ce qui se passerait si les livres électroniques qui parlent étaient utilisés en même temps ou à la place des livres habituels pour lire à la maison, comme moyen d'encourager des lecteurs réfractaires à se mettre à lire à la maison. Trois écoles australiennes ont participé à un projet de 10 semaines (un trimestre d'école), et 41 lecteurs réfractaires ont été inclus. L'étude a identifié plusieurs facteurs inhibiteurs et facilitateurs afin de guider la pratique. Большинство детей любят компьютеры, и за последние годы было высказано много предложений о том, как педагоги могли бы использовать это увлечение детей для развития их грамотности. Все больше исследований подтверждают, что устные электронные книги (ETBs) помогают детям учиться читать и дают им стимул к чтению, поэтому мы решили проверить что произойдет, если использовать эти книги вместе или вместо традиционных книг для домашнего чтения: вдруг они заинтересуют нерадивых читателей? В этом 10‐недельном (рассчитанном на одну школьную четверть) проекте, участвовали “нелюбители” чтени...

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If you can’t read it then audio read it

Cited by 10 publications

References 3 publications

Audiobooks and E-books

Audiobooks and E-books

Constructivism in Practice: The Potential of Ubiquitous, “LowTech” Audio Devices for Literacy Development in the 21st Century

“Making Time” for Reading: Factors That Influence the Success of Multimedia Reading in the Home

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