School Psychology Commons^™

Audio Narration And Reading Ability In Programmed Instruction, Wendy Jaehnig

Dissertations

This study compared the effects of audio, textual, and audio-textual narration in a programmed instructional module on the performance of individuals with different reading abilities. One hundred eighty-four college students were randomly assigned to audio, textual, or audio-narration. Dependent variables were posttest score and instruction completion time. An ANCOVA was used to analyze the results, with ACT reading test scores as the covariate. No differences were found between the groups on posttest scores (p = .56) or completion time (p = .90), and there was no interaction between narration type and reading score for either dependent variable. Audio …