dc.contributor.advisor |
McNaughton, S |
en |
dc.contributor.advisor |
Jacobs, S |
en |
dc.contributor.author |
Hithersay, David |
en |
dc.date.accessioned |
2015-11-23T03:00:30Z |
en |
dc.date.issued |
2015 |
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dc.identifier.citation |
2015 |
en |
dc.identifier.uri |
http://hdl.handle.net/2292/27543 |
en |
dc.description |
Full text is available to authenticated members of The University of Auckland only. |
en |
dc.description.abstract |
Background: Good reading comprehension skills have been recognised as positively impacting educational outcomes in multiple learning areas. However, poor text comprehension remains a problem for many learners. A new technology that aligns the theme of a text to a movie-like soundtrack has been developed as a tool for educators to enhance the reading experience for learners. Objective: This study aims to assess the impact of soundtrack-enabled text on school students’ reading comprehension scores and engagement in reading. Participants: Two groups of school-aged students were investigated from four multi-cultural, co-educational middle schools in Auckland, New Zealand: Group 1 consisted of 238 students aged 10 to 14; whereas Group 2 consisted of 10 students, aged 11 to 13, who were identified by the school as ‘struggling’ with reading. Methods: A mixed methods research design was used. Students in Group 1 were, upon registration to a website, randomised to read either a school history text with soundtrack (intervention, n=110) or the same history text but with no audio (control, n=128). On completion, students in both samples answered 15 multi-choice reading comprehension questions and 5 multi-choice questions relating to satisfaction of the reading experience. Reading time was recorded. Group 2 students were randomised to either a standardised reading comprehension assessment (PROBE) with soundtrack (intervention, n=6) or an assessment with no audio (control, n=4). Students were asked to complete a 10-item satisfaction survey. Group 2 participants in the intervention group (n=6) were also asked to take part in a brief semi-structured interview. Results: Group 1 intervention students scored 17 percent higher mean reading comprehension scores than the control (8.1 vs. 6.9) and spent around 30% more mean time reading the text (13.8 minutes vs. 10.7 minutes). Group 2 intervention students’ mean PROBE scores were also higher than control (4.6 vs. 4.0) and they reported higher mean satisfaction scores (2.7 vs. 2.0). Conclusions: This study indicates that the addition of soundtrack to text had a positive impact on reading comprehension and engagement with the text. Struggling readers indicated increased satisfaction levels around reading with the soundtracked text and felt that the soundtrack supported their reading. |
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dc.publisher |
ResearchSpace@Auckland |
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dc.relation.ispartof |
Masters Thesis - University of Auckland |
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dc.relation.isreferencedby |
UoA99264818909002091 |
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dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. |
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dc.rights |
Restricted Item. Available to authenticated members of The University of Auckland. |
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dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
en |
dc.rights.uri |
http://creativecommons.org/licenses/by-nc-sa/3.0/nz/ |
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dc.title |
You don't have to burn books to limit knowledge if students don’t engage in reading them: A mixed methods study exploring the impact of adding soundtrack to a digital school text on reading comprehension and engagement |
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dc.type |
Thesis |
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thesis.degree.discipline |
Education |
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thesis.degree.grantor |
The University of Auckland |
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thesis.degree.level |
Masters |
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dc.rights.holder |
Copyright: The Author |
en |
pubs.elements-id |
506013 |
en |
pubs.record-created-at-source-date |
2015-11-23 |
en |
dc.identifier.wikidata |
Q112909198 |
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