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Califone encourages the use of published peer-reviewed research supporting
individual, small group and classroom-wide sound amplification. So many
other worthy papers in multiple sub-disciplines have been written to respectfully
list on this page. These items are intended only as a beginning reference
point. An expanded list of journals and original source materials can
be found from these association web sites.
Students who are taught to read in an audio rich environment are far better at obtaining information and develop their literacy skills far quicker than their counterparts who do not receive their advance learning. The study goes on to conclude that students being taught in an audio rich environment are showing massive gain in reading on state Criterion-Referenced Competency Test. Harris-Hall Educational Foundation 2005
Allowing students to take home cd player on a daily basis "effectively engages parents and families in the education of their children has the potential to be far more transformational than any other type of education reform." National Standards for Parent/Family Involvement Programs 2004
Repeated reading of text can help readers improve fluency. Listening to audio books several times will help our targeted struggling readers to develop fluency which in turn will lead to better comprehension of text. March 2005 The Reading Teacher 2005
It's never too late; leading adolescents to lifeline literacy. Audio books allow everyone to have equal and enjoyable access to literature. By using print conventions and context clues during reading, students expand their vocabulary; in listening to the modeled reading students better understand the effect of pace and prosody on their own reading. These read-alouds will encourage students to become independent readers as they find a purpose in reading. Allen, Janet Heinemann, Portsmouth, NH 1995
Bringing Words to Life
Being able to provide vocabulary instruction in both oral and reading format should increase a student's ability to develop a rich vocabulary. Instruction that requires students to manipulate words in a variety of ways is useful in developing that vocabulary. Beck, Isabel, New York, Guilford 2002
Focused read-alouds have been shown to promote vocabulary development. Beck, McKeown & Kucan, 2002
The greatest gains are made when students actually read along orally with audio support and eyes on text. Carbo, 1981
state Report Cards
many students start out with high motivation, but persistent failure causes them to lose it. Technology provided ... will create learning experiences that are engaging and motivating for students. Skinner, Ronald, "state Report Cards." Education Week 02774232, 1/6/05, Vol 24 issue 17. Database: Professional Development Collection Chard, Cooper and Kiger, in The Struggling Reader 2006
Identifies several benefits of recorded books: improved skills in recalling facts, study strategies, understanding of main idea and vocabulary, and pace. This confirms that students must have opportunities for repeated reading in efforts to build reading skills. Dowhower, Sarah, Professor at Miami University of Ohio, editorial review board member for The Reading Teacher
Audio books further enable students to explore various genres and utilize their own values and judgments to choose texts. Students who are read to on a daily basis are found to have positive changes in their attitude toward reading. Fisher & Douglas
The use of audio or sound field amplification to enhance the acoustic environment of schools significantly improves and facilitates successful student development of phonemic awareness. Flexer, University of Akron 2002
Students who have trouble conceptualizing that words have both sounds and meaning could be helped to bridge this gap by listening to words being read while they read them in print. Gaskins & Gaskins, 1997
The use of audio-assisted instruction has improved the literacy skills of students, especially with non-English students (ESL). Krashen, 2000
An association between increased vocabulary knowledge and reading with talking books. Poor readers who spent one month reading online using talking books made daily gains averaging 5.7 words on the Common Words Knowledge test. In UK classroom. Journal of Research in Reading, Vol 23, no. 2, pp149-157 Lewin, 2000
Using Talking Books with Reading Disabled Students. Reading and Writing Quarterly. 13(2), pp 185-190. Books with speech support made reading less frustrating, aid the development of decoding skills, improve fluency and provide considerable individual support. McKenna et al., 1997
Bimodal reading: benefits of a talking computer for average and less skilled readers. Journal of Learning Disabilities, 29(3), p271-279. Students reading with recorded speech scored significantly higher on a later test of reading comprehension than those in text or audio only conditions. Montali & Landwoski, 1996
(Audio Tapes and Books: Perfect Partners. School Library Journal; Feb 1989. Vol. 35 issue 6 p.27-29). Audiotapes are effective in developing reading skills because "the spoken word and the visual word reinforce each other. Moody, Kate, 1989
A Multisensory Supplement to Reading Instruction
Clearing House. 00098655 July/Aug 91. Vol 64 issue 6. Using the Stanford Achievement Test before and after the intervention (Two groups of third graders, both groups reading the same books at the same time each day. However one group heard the books on audiotape while following along in the text.) students using the audiotapes gained an average of two more months than children who read only text. Negin, Gary, 1991
Reading and Writing: An Interdisciplinary Journal, 4, pp 165-178. Synthetic speech and computer aided reading for reading disabled children. Recommend the use of recorded speech to support decoding and comprehension in children with reading difficulties. Olofsson 1992, Wise 1997, Lewin 2000
The leading instructional tool to increase fluency is for students to hear fluent reading daily. Oral reading can, indeed, foster comprehension. By listening to their teacher read aloud to them over the course of the school year, students achieved better vocabulary and comprehension skills than students who have not been read to regularly by the teacher. Rasinski, 2003
Classrooms that used the audio enhancement systems indicated consistency in the decline of off-task behavior for all classes that used the system over classrooms that did not. Ryan, University of West Florida 2002
Overcoming dyslexia, a new and complete science based program for reading problems at any level. New York, NY: Alfred Knopf. Audio levels the playing field so more students can participate in regular education classroom. By subsidizing with audio for students with learning differences will not be deprived of the same learning challenges of their peers. "Listening to stories will help a child retain his interest in reading and in books, and will expose him to the vocabulary and ideas he would be getting himself if he were reading." Schaywitz, 2003
Assisted reading practice effects on performance for poor readers in grades 3 and 4
Reading Research Quarterly, 30(3), 382-395. Students who took part in regular reading sessions where they listened to and followed along with a book on tape showed improvements in reading, speed and verbal efficiency (speed and accuracy of reading aloud) equivalent to those made by students who engaged in teacher-assisted reading sessions. Shany & Biemiller, 1995
Students struggling in reading who read and listened repeatedly to high-interest stories on tape... made an average gain of 2.2 years in reading achievement, after participating in the study for about 27 weeks (less than a school year). That's three times the gain expected of a normally developing reader. As students listen while following the print version they increase sight word recognition skills, decoding skills, fluency, and automaticity. Technology as a presentation tool is engaging and motivating to students. Smith and Elley, New Zealand 1997
Providing opportunities to observe and listen to modeled fluent reading and by practicing reading or reading along with text at their independent level. Fluency instruction strategies need to emphasize guided oral reading practices. Stahl, 2004
Everything you wanted to know about phonics (but were afraid to ask)
Reading Research Quarterly, 33,338-355 Students who have trouble conceptualizing that works have both sounds and meaning could be helped to bridge this gap by listening to works being read while they read them in print. Stahl, Duffy-Hester, & Stahl, 1998
A comparison of two types of computer-support for reading development. Journal of reading research in reading Vol. 23-2. The use of talking books is in itself highly motivating. Underwood, 2000
Teaching phonological awareness with and without the computer. In Hulme, C. and M. Snowling (eds.) Dyslexia: Biology, Cognition, and Intervention. London: Whurr. Recorded speech substantially improved the disabled reader's reading performance. Wise B. R. Olson and J. Ring.., 1997
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