The goal of this study was to compare the efficacy of assisted reading with digital audiobooks with the traditional practice of sustained silent reading (SSR) in terms of reading fluency and reading attitude with upper elementary students with reading disabilities. Treatment group participants selected authentic children’s literature and engaged in assisted reading with digital audiobooks four to five times per week over an eight-week implementation period. Results showed that while all students demonstrated growth in reading fluency as calculated by words read correctly per minute, the growth of the treatment group far outweighed that of the control group. There was no significant difference in reading attitude scores. Consequently, this study shows that teachers can promote greater growth in reading fluency when assisted reading with digital audiobooks is implemented in the place of SSR.
Esteves, K. J., & Whitten, E. (2011). Assisted Reading with Digital Audiobooks for Students with Reading Disabilities. Reading Horizons: A Journal of Literacy and Language Arts, 51 (1). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol51/iss1/4