A Qualitative Case Study of Reading-While-Listening to Audiobooks Simultaneously

Autor/in	Linton, Sorena Christina
Titel	A Qualitative Case Study of Reading-While-Listening to Audiobooks Simultaneously
Quelle	(2017), (175 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3553-2088-6
Schlagwörter	Hochschulschrift; Dissertation; Qualitative Research; Case Studies; Reading Instruction; Audio Books; Teacher Attitudes; Printed Materials; Barriers; Middle School Teachers; Listening Skills; California (San Jose) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Qualitative Forschung; Case study; Fallstudie; Case Study; Leseunterricht; Lehrerverhalten; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende
Abstract	This study was a qualitative, evaluative, multicase study to determine the educator perspectives on the barriers to using Reading While Listening (RWL) simultaneously to audiobooks and their corresponding printed material. The goal of this study was to understand whether RWL should be used more extensively, implemented into a set curriculum, and how to best use RWL effectively. The researcher explored which other programs and procedures were more favored than this proven procedure and why. This study was conducted through interviews of seven educators--a number that was adequate to meet data saturation. These participants have lived in diverse regions of the United States. Participants were invited through LinkedIn and through a local middle school in San Jose, California and were selected due to both convenience and diversity. All the participants were in the education field or had direct experience with RWL audiobook sets. The researcher collected background on the educators and their experiences with RWL. All seven participants liked and used RWL regularly. No other method was preferred over RWL and they all implemented RWL in a variety of ways (e.g.: orally, with tapes in small groups, embedded into programs). No one best way of using RWL was discovered, so no formula has been offered here as a one best RWL practice. The participants did not see RWL used as often as they desired and they wanted it used more with students of many age and ability levels. Some participants noted that secondary regular education materials (middle and high school materials for students who are neither gifted nor experiencing disabilities) were lacking in availability and that early and adequate teacher training was lacking. Five of seven participants named scheduling as the biggest barrier to the use of RWL. One recommendation for further research is that a large, quantitative survey be conducted to discover how many classrooms are using RWL on a regular basis, in its various forms. Research should also be conducted into what kinds of teacher preparation programs teach RWL, why some may not, and how to get more RWL training into those programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01