Enhancing Basic Academic Skills with Audio-Recordings: A Review of the Literature

Because teacher-to-student ratios often make it difficult for teachers to work individually with students on skill-building activities, educators and researchers have developed and evaluated procedures in which audio - recordings are used to improve basic academic skills. In the current paper, we de...

Full description

Saved in:
Bibliographic Details
Published in:Educational research quarterly 2013-12, Vol.37 (2), p.22
Main Authors: Taylor, Emily P, Skinner, Christopher H, McCallum, Elizabeth, Poncy, Brian C, Orsega, Mike
Format: Article
Language:English
Subjects:
Audio Equipment
Basic Skills
Behavior Change
Behavior Modification
Computers
Disabilities
Disorders
Educational Research
Extended School Year
Feedback
Feedback (Response)
High School Students
Intervention
Language Skills
Learning
Literature Reviews
Mathematics Instruction
Nonprint Media
Pacing
Prompting
Reading Instruction
Reading Skills
Researchers
Skill Development
Skills
Spelling
Spelling Instruction
Students
Students with Disabilities
Studies
Teachers
Time on Task
Usability
Validity
Vocabulary
Word Lists
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Because teacher-to-student ratios often make it difficult for teachers to work individually with students on skill-building activities, educators and researchers have developed and evaluated procedures in which audio - recordings are used to improve basic academic skills. In the current paper, we describe and analyze reading math, and spelling interventions that use audio-recordings to prompt and pace rapid rates of accurate responding. In this review, we provide evidence of internal and external validity of easy-to-use, low-tech, recorded interventions across students (general education students and students with disabilities) and contexts (e.g., individually administered and class-wide). Discussion focuses on future theoretical research related to causal mechanisms and applied research on modifying recorded interventions to enhance learning rates. [PUBLICATION ABSTRACT]
ISSN:0196-5042