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.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 en
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. en
dc.publisher ResearchSpace@Auckland en
dc.relation.ispartof Masters Thesis - University of Auckland en
dc.relation.isreferencedby UoA99264818909002091 en
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. en
dc.rights Restricted Item. Available to authenticated members of The University of Auckland. en
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/ en
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 en
dc.type Thesis en
thesis.degree.discipline Education en
thesis.degree.grantor The University of Auckland en
thesis.degree.level Masters en
dc.rights.holder Copyright: The Author en
pubs.elements-id 506013 en
pubs.record-created-at-source-date 2015-11-23 en


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