Rutgers University Educational Study
Rutgers University and the New Jersey Unit of Recording for the Blind & Dyslexic® (RFB&D®) conducted a collaborative educational study during 2001-2002. The project team consisting of Rutgers University faculty, a Rutgers graduate student and RFB&D New Jersey staff, designed and implemented a study based on a series of targeted questions pertaining to the effectiveness of RFB&D's Learning Through Listening ® program.
RFB&D's New Jersey Unit sought to address the growing demand from NJ schools and institutions for a proven method of providing an accessible education to all students via RFB&D's audio textbooks. The impetus for this study was the need to identify a "best practice" model for RFB&D's Learning Through Listening Program. The project involved 21 students, each with a current Individualized Education Program (IEP) from two schools in an urban school district in New Jersey. The students were in grades two through seven. Each participating student was classified as having a specific learning disability and had experienced difficulty learning to read.
The project team of Rutgers University and RFB&D's New Jersey Unit engaged in ongoing and systematic data collection strategies for 15 weeks to gather process and outcome data on RFB&D's Learning Through Listening audio textbook use. The Rutgers graduate assistant observed in the classroom and used a daily classroom data collection form to enter information on how well each student used RFB&D's audio books, and on the time spent using the audio playback equipment while reading. Classroom Contextual Data looked at the frequency, duration and purpose of student audio book use.
Overall, the findings of this preliminary study suggest that RFB&D's Learning Through Listening audio books has the potential to positively effect student reading skills and achievement. Students who used the audio books in structured classroom exercises improved their reading skills more than students who used it primarily as an optional free time activity. Based on pre and post Scholastic Reading Inventory scores, RFB&D audio book use appears to have had a positive effect on student reading skills and improved student achievement.
Also, the Rutgers findings indicated that the digital playback machines are easier for students to use than the analog playback machines. Frustration that may be caused by learning how to use the analog audio textbooks is eliminated with digital recorded textbooks. Hence, the ease of use associated with the digital machines is most liked to promote student interest and learning.
Finally, there was evidence to suggest that teacher implementation of the program effects student efficacy with the audio books and improved student achievement. Teachers who take the time to integrate RFB&D's Learning Through Listening program into regular and on-going classroom activities are most likely to see improvement in student achievement.
For further information please contact:
Christine Ranaghan, Director
Educational Outreach Center
New Jersey Unit
Recording for the Blind & Dyslexic
69 Mapleton Road
Princeton, New Jersey 08540
Direct Line: 609-750-0595
cranaghan@rfbd.org