The Impactof Audiobookson Reading Comprehensionand Enjoyment

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The Impact of Audiobooks on Reading Comprehension and Enjoyment
Thesis · June 2016

DOI: 10.13140/RG.2.1.1382.0409
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Running head: THE IMPACT OF AUDIOBOOKS 1
The Impact of Audiobooks on
Reading Comprehension and Enjoyment
Christopher R. Wagar
A Capstone Presented to the Teachers College Faculty
of Western Governors University
in Partial Fulfillment of the Requirements for the Degree
Master of Education – Learning and Technology
June 26, 2016

THE IMPACT OF AUDIOBOOKS 2
Abstract
Struggling adult readers display low reading comprehension skills and a general dislike of reading. This
research study questioned whether audiobook technology could impact an adult learner’s comprehension
skills and reading enjoyment. An action research study was designed to address the research questions
and determine whether an instructional unit infused with audiobook technology could show substantial
learning gains. 27 adult students working on their GED certificate took part in the study. These
participants came in at the lowest level range as assessed by the CASAS test—this range was equivalent
to Grades 2- 7 at the K-12 level. The participants made up a diverse demographic in age, race, ethnicity,
income level, and immigration background. The students were divided into two groups. The treatment
group had use of an audiobook and text version as they analyzed a Brothers Grimm Fairytale, while the
control group has use of the text version only. Based on the findings of the study, the researcher
concluded that audiobook technology is a viable strategy to help adult learners increase their reading
comprehension skills and enjoyment of reading.

Table of Contents
Abstract ........................................................................................................................................................ 2
Chapter 1....................................................................................................................................................... 6
Topic and Problem ........................................................................................................................................ 6
Topic .......................................................................................................................................................... 6
Topic choice. ......................................................................................................................................... 6
Topic importance. ................................................................................................................................. 7
Problem Statement ................................................................................................................................... 8
Problem background. ............................................................................................................................ 8
Significance of the problem. ................................................................................................................. 9
Possible causes...................................................................................................................................... 9
Research Questions ................................................................................................................................ 10
Topic and Problem Conclusion ............................................................................................................... 11
Chapter 2..................................................................................................................................................... 12
Review of the Literature ............................................................................................................................. 12
Overview of the Literature...................................................................................................................... 12
Topic Specific Literature.......................................................................................................................... 12
Audiobooks. ........................................................................................................................................ 12
Assisted reading with Audiobooks. ..................................................................................................... 13
Fluency and Prosody. .......................................................................................................................... 14
Reading Enjoyment and Audiobooks. ................................................................................................. 16
Reading Comprehension and Audiobooks. ......................................................................................... 17
Audiobooks and Scaffolding................................................................................................................ 18
Current Best Practices. ........................................................................................................................ 20
Prior Research ......................................................................................................................................... 21
Summary ................................................................................................................................................. 22
Chapter 3..................................................................................................................................................... 23
Research Methodology ............................................................................................................................... 23
Overview of the Research Methodology ................................................................................................ 23
Research Questions ................................................................................................................................ 23
Research Design ...................................................................................................................................... 24
Participants ............................................................................................................................................. 24
Permissions. ........................................................................................................................................ 25
Evaluation Methods and Instruments .................................................................................................... 26
Validity and reliability. ........................................................................................................................ 27
Data integrity. ..................................................................................................................................... 28
Research Methods .................................................................................................................................. 28
Differences .......................................................................................................................................... 32
Summary ................................................................................................................................................. 33
Chapter 4..................................................................................................................................................... 34
Findings ....................................................................................................................................................... 34
Results Overview..................................................................................................................................... 34
Data-Driven Findings ............................................................................................................................... 34
Data Analysis ........................................................................................................................................... 36
Answers to the Research Questions ....................................................................................................... 45
Findings Summary ................................................................................................................................... 45
Chapter 5..................................................................................................................................................... 46
Discussion and Conclusion .......................................................................................................................... 46
Overview ................................................................................................................................................. 46
Problem Solutions ................................................................................................................................... 47
Strengths ................................................................................................................................................. 48
Weaknesses ............................................................................................................................................ 48
Problems Encountered ........................................................................................................................... 48
Influential Factors ................................................................................................................................... 49
Implications ............................................................................................................................................. 49
Limitations .............................................................................................................................................. 49
Recommendations .................................................................................................................................. 50
Improvement ...................................................................................................................................... 50
Further investigation........................................................................................................................... 50
Project Summary and Conclusion ........................................................................................................... 51
Implementation ...................................................................................................................................... 51
Master’s Degree Experience ................................................................................................................... 51
References .................................................................................................................................................. 53
Appendix A .................................................................................................................................................. 57
Appendix B .................................................................................................................................................. 82
Appendix C ................................................................................................................................................ 100
Chapter 1
Topic and Problem
Topic
Struggling to read as an adult is painful. A common response for an adult learner when
presented with a reading task, typically falls within the realm of these statements: “I cannot read
this—it is impossible.” “Why are we reading about the 1800s—it is so boring?” “I am never
going to need to learn what Edgar Allen Poe says about a Raven—this is useless.” An even
more likely response occurs quietly. First, the student withdraws from class activities and then
drops out of the class entirely (Wolfson, 2008; COABE, 2013).
Reading with a high level of fluency is essential to comprehension. Competent reading is
a prerequisite for engaging in all academic content areas. If a student lacks the foundational skills
involved in reading—decoding, syntax analysis—they will not be able to participate in higher
level comprehension activities. Additionally, insufficient comprehension skill means a deficit in
pleasurable reading events. A deficit in pleasurable reading events signifies that the act of
reading is unlikely to occur. Thus, this creates a deficit loop, as engaging in the act of reading is
necessary to produce the positive benefits that this academic endeavor provides (Serafini, 2004).
Stated in another way, Casbergue and Harris (1996) found that the more children have books
read aloud to them, the more universal world knowledge they will have gained. The link between
reading and listening to literature and increasing knowledge is symbiotic.
Topic choice. In the field of Adult Basic Education (ABE) and General Educational
Development (GED) prep, literacy skills affect the ability of Americans to succeed in the
classroom and compete in the global economy. According to one government report, one-in-six
adults have low literacy skills and 60 million adults lack the credentials and expertise needed to
succeed in the workplace and postsecondary education (COABE, 2013). In a finding by the
National Commission on Adult Literacy (2008), the current literacy level of American adults is
at a crisis point. However, research focusing on adult learners is minimal (Bakhtiari, Greenberg,
Patton-Terry & Nightingale, 2015). Adult Basic Education is consistently discounted in policy
debates. However, society discounts adult education at its peril. A study by Yarosz and Barnett
(2001), found that the educational level of a child’s mother was the most strongly associated
factor of reading mastery for a child later in life. An adult’s literacy skill directly affects the next
generation’s literacy skill. Thus, research into instructional strategies as applied to the adult
learner is necessary and urgent.
Topic importance. Educators in the area of ABE and GED prep realize the importance a
literate adult population is to society and are regularly looking for strategies to engage this
population in the practice of reading. One area of growth is in the use of technology (Hett, 2012).
Students at various skill levels can benefit from targeted technology-infused literacy strategies.
One of these strategies is the use of audiobooks.
Audiobooks have been used as a practical intervention strategy for struggling adolescent
students since books were recorded (Gilbert, Williams & McLaughlin, 1996; Wolfson, 2008;
Whittingham, Huffamn, Christensen & McAllister, 2013). A study, underpinning much of the
literature on literacy development, found that the most significant activity for increasing reading
skills and comprehension for children is to read to them aloud (Anderson, Hiebert, Scott, &
Wilkinson, 1985). Additional studies found that having a fluent adult read to a child in their
preschool years is the principle factor for creating an independent reader (Durkin, 1966;
Chomsky, 1981; Teale, 1982). This study will analyze whether audiobooks could be a
successful instructional strategy for the struggling adult reader.

Problem Statement
Struggling adult learners find reading to be pure drudgery. Disliking the act of reading is
an urgent issue to solve because discovering joy from reading is essential to comprehension
(Whittingham et al., 2012). Adult students who are not able to comprehend their textbooks or
other forms of literature in various content areas will not learn the concepts and vocabulary
necessary to be successful on the GED test nor in postsecondary education. An inability to find
success on the GED will add another blundered educational experience to the adult learner’s
resume and increase their perception that they are doomed to fail. Ergo, they are likely to drop-
out and disengage from future educational experiences (Wolfson, 2008). Lack of education for
an adult is then forwarded on to their children and the cycle of illiteracy is started over again.
(Yarosz & Barnett, 2001; COABE, 2013).
Problem background. Finding pleasure in the reading activity starts at a young age. It is
also a key factor in the success of a student in both their academic and personal life. A book by
Grover and Hannegan (2012) detailed forty developmental assets that predicted success and
encouraged students to engage in fewer risky behaviors. Top among these was the internal asset
of reading for pleasure. Perhaps keeping students out of trouble as they are simply reading more
and partaking less in mischief, reading for pleasure also opens up different perspectives and
infuses skill-sets that include better communication and conflict-resolution.
However, many students are not read to at a young age and do not have a fluent model to
emulate. Fluency while reading, particularly the ability to employ prosody and rhythm in
sentence patterns, is necessary to developing comprehension and a joy of reading (Binder & Lee,
2012; Hudson, Lane & Pullen, 2005; Hasbrouck, 2006). If one does not develop the ability to
notice the rhythm and musicality of sentences at a young age, an insufficient reading ability
lingers into adulthood. Struggling adult readers are the main demographic group of Adult Basic
Education (ABE). The other main demographic group, English Language Learners (ELLs), also
do not have a fluent English model to base their reading on, and the verbal techniques that
provided meaning to sentences in their native language are soundly different in English. Thus,
they have to develop new strategies while reading and learning to a new language.
Significance of the problem. There is an immense population of Adult learners without
a high-school diploma. According to COABE (2013), nearly 25 million workers lack a high
school diploma or GED. Jobs that require less than a high school diploma hover around 27
percent of total employment with a median wage of $20,350 (Torpey & Watson, 2014). This is
not a living wage. One of the core academic reasons for lacking a high-school diploma is poor
reading skills, particularly those that are comprehension related. Further, these students typically
state a dislike of reading and do not view reading as a pleasurable activity (Beers, 1998).
Students with poor reading skills who enter into a GED program have a considerable propensity
to drop-out of the classroom shortly after entering the program—generally within 1-2 quarters.
Those who do drop-out are unlikely to come back and are considered lost to the normal part of
the educational system. There is then a statistically significant relationship between a parent’s
reading skills and their child’s skill. If the parent does not have a high-school diploma and does
not read, it is likely that their child will obtain the same level of education (COABE, 2013).
Possible causes. Struggling readers have to pay too much attention to phonological and
morphological skills (Bakhtiari et. al., 2015). A study by Beers (1998) finds that struggling
readers consider reading to be merely calling out words and that few have the ability to derive an
image in their mind from reading. The decoding skill is fundamental to literacy, but if it is the
primary focus, the pleasure gained from reading decreases. Arguably, the most profound
measure of reading skill is when a learner describes an internal movie playing in their mind and a
feeling that they are on an adventure (Grover & Hannegan, 2012; Beers, 1998).
Additionally, struggling readers tend to lack the capacity to determine the prosody and
rhythm of sentences. Without understanding the rhythm and necessary expressiveness of the
words on the page, students do not gain a full appreciation of the meaning and beauty of words
(Carbo, 1978; Bakhtiari et. al., 2015). Further, without an understanding of the underlying
functions of prosody – intonation and stress—students will not understand where there is a
presence of irony or sarcasm, emphasis or contrast. These text markers that writers inlay into
their writing are essential for an understanding of the text. Without these skills the reader will
never be transported into the adventure of a story—the past will be locked away, and imagination
is stifled.
Adult Basic Education learners are in a classroom with other struggling readers. Hence, if
reading activities take place where they either read together or individually, the fluency model
offered is awkward and insufficient. With the added element of English Language Learners
(ELLs) in the classroom, books and print materials become inaccessible due to the inability to
decode words quickly and establish a competent model (Skouge, Rao & Boisvert, 2007).
Frustration follows, and negative emotions create an unfavorable learning environment.
Research Questions
The research questions for the proposed study are found below.
1) What is the difference in adult learners reading comprehension when an audio-book
instructional program is implemented as measured by pre-treatment and post-
treatment reading comprehension assessments and lesson assessments?
2) What is the perception of adult learners reading enjoyment when an audio-book

instructional program is introduced as measured by teacher surveys?
Topic and Problem Conclusion
This particular study is of interest due to the proven growth of students in multiple areas
of literacy when audiobooks are used at the K – 12 level. Numerous research studies have found
an improvement in a student’s fluency, vocabulary, comprehension, and motivation when
utilizing audiobooks and text concurrently (Gilbert, Williams & McLaughlin, 1996; Wolfson,
2008; Whittingham, Huffamn, Christensen & McAllister, 2012). A reason for this is audiobooks
remove the constraint of word recognition and decoding, and instead allows the student to focus
on the story (Wolfson, 2008; Casbergue & Harris, 1996). This provides struggling readers a
scaffold to complex literature and provides an extension for competent readers to delve deeper
into more abstract concepts and stories (Beers, 1998 Vygotsky, 1978).
However, there is little direct research on an audiobook’s effectiveness for struggling
adult readers. This study hopes to make a humble contribution to the question of an audiobook’s
effectiveness when utilized in a traditional reading comprehension program designed for the
struggling adult reader.

Chapter 2
Review of the Literature
Overview of the Literature
There were six major themes uncovered in the literature review. The first topic includes
discussion of audiobooks and its changing formats and its uses in education. The second theme
involves a consideration of the instructional strategy, assisted reading, and how audiobooks have
been applied to this long-standing educational practice. The third topic examines research related
to the importance of fluency and prosody in reading, and what the relationship is between
audiobooks and these two elements. The fourth topic scrutinizes research that involves reading
comprehension and audiobooks, while the fifth topic regards the research covering the impact
audiobooks have on reading enjoyment. Finally, there is a discussion on audiobooks and
differentiated instruction, and how audiobooks can scaffold content for students at varying skill
levels. There is also a commentary on best practices in utilizing audiobooks in an instructional
unit.
While this study focuses on the adult learner, there is little research focusing on the
struggling adult reader and audiobooks. Further, there were only minor studies involving English
Language Learner adults and their utilization of audiobook technology. This lack of investigation
into an audiobooks effect on the adult learner is a limitation of the current research, but is also an
acknowledgment that more research is needed for this student demographic.
Topic Specific Literature
Audiobooks. Audiobooks should factor into any comprehensive reading program.
Educators who do not consider the benefits of this technology are ignoring an effective strategy
for struggling and proficient readers alike (Serafini, 2004; Whittingham et. al). Researchers have
found that using audiobook technology in the classroom has long been a viable instructional
intervention for struggling readers (Carbo 1978; Gilbert, Williams & McLaughlin). In regards to
availability, audiobook popularity has grown in the last decade, and audiobook publishing has
become a billion-dollar industry (Benson, 2011).
Casbergue and Harris (1996) detailed that there is now a heightened awareness of the
pleasure audiobooks provide. Written text is derived from oral storytelling, so it follows that
audiobooks are capturing the enthusiasm of an old tradition. With this recognition of the
technology, educators find that there are now many more titles one could select. In the past,
audiobook titles largely stayed in the domain of picture books for beginning readers. There are
now many more audio versions of classic and contemporary books available (Casbergue and
Harris, 1996). Digital devices that hold the capacity to carry audiobooks are also expanding, and
more Americans have access to these devices. This allows for even more options for educators to
get the technology into the hands of the reader (Hett, 2012). To educators, this is an exciting
prospect as more choices lend them the ability to find more exciting and relevant books to
motivate students. Further, real benefits from audiobooks are provided as Hett (2012) found that
audiobooks offer more time for adolescents to read, model verbal fluency, and provide
motivation to reluctant readers.
Assisted reading with Audiobooks. Audio based reading programs have a long history,
starting first with an instructional strategy known as assisted reading. Assisted reading includes a
fluent model in the form of a teacher and an audio recording. The process of assisted reading first
starts with a student listening to an audio recording of a text selection while also reading a text-
based version. Following this, the teacher reads the selection, and the student follows along with
a text version. Finally, the student reads the selection individually without the use of an audio
version. This process found positive gains in vocabulary and comprehension (Gilbert, Williams,
McLaughlin, 1996; Whittingham et al., 2012).
The assisted reading strategy, designed largely as an intervention rather than a primary
mode of literacy, has changed throughout the years from human-only delivery to audiotape, to
compact disc, and finally, to digital downloads. However, whatever medium has been deployed,
great gains in reading skill have been noted (Esteves & Whitten, 2011; Whittingham et al.,
2012). Wolfson (2008) has found that this strategy of assisted reading with the use of audiobooks
is akin to reading aloud, stating “the reading process develops through oral language, and
audiobooks in an assisted reading program provide another opportunity to increase the
understanding and appreciation of the written word.”
Another study by Gilbert, Williams & McLaughlin (1996) noted that assisted reading has
been successfully implemented with children of learning disabilities and second-language
English speakers. They also extended the study to pronunciation and found that assisted reading
programs increased the number of words read correctly in a selected reading passage.
Fluency and Prosody. Literacy studies have long found that the single most important
activity for developing reading skills is reading aloud (Serafini, 2004; Gilbert, Williams &
McLaughlin, 1996; Teale, 1982). Audiobooks are especially adept at emulating the read aloud
function and provides a fluent model of a competent reader. From struggling students to ESL
students to more proficient students, audiobooks expose each of these subsets to a fluent model
that the students would not be able to access individually or in a class of struggling readers. A
fluent model is the cornerstone of literacy instruction. However, what is fluency and a fluent
model? Carbo (1978) posits that fluent readers “read rapidly, accurately, and with good
expression.” Each element is essential, but in taking a careful look at the element of good
expression, one finds that this element is tied directly to the traits of prosody and rhythm.
A study by Binder & Lee (2012), concluded that “Prosodic reading is the ability to read
in expressive, rhythmic and melodic patterns. Prosodic readers’ segment text into meaningful
units marked by appropriate prosodic cues such as pauses and varied duration of pauses” (P.88).
Students who exhibit prosodic reading display higher reading skill and comprehension.
Audiobooks and professional narrators utilize these melodic and expressive traits while reading,
and allow students to see the markers in the text where a writer is going for comedic or sarcastic
effect. Further, a consistent voice, smooth rhythm and a vocal emphasis that demonstrates proper
punctuation are all crucial elements of competent reading. Casberegue and Harris (1996) have
even suggested that audiobooks offer an oral example that enables the students to not only
understand the story at a deeper level but to gain a fluency model that allows for that deeper
understanding.
A competent fluency model also improves vocabulary. The importance of increased
vocabulary cannot be understated as it is necessary for the reader to be able to understand more
complex texts. In a study by Elley (1989), the author discovered that reading aloud increased a
child’s vocabulary at a statistically significant level. Further studies extended his work and found
that audiobooks provide access to higher level words and enhance the chance that students are to
discuss those words, thus encoding their usage into memory (Whittingham et al., 2012).
In second language learning, reading and listening to text is widely accepted as a useful
strategy to promote comprehension. Another aspect of fluency includes the speed that one reads
a text. A study by Chang (2011), discovered that reading and listening to text simultaneously can
be very helpful in enhancing reading speed because it deters students from reading in a word-by-
word style. Instead, it allows students to learn how to use contextual clues and segment text into
meaningful units. The strategy of listening while reading also emulates a fluent style of reading
by ensuring the student does not consciously worry about the mechanics of decoding. Rather, the
student focuses on comprehension. Chang’s study (2011) showed a statistically significant
improvement for English Language Learners (ELLs) who engage in listening while reading
rather than reading only. The treatment group in this study showed higher vocabulary learning
rates, higher levels of comprehension, as well as a higher interest in the stories than that of the
control group.
Reading Enjoyment and Audiobooks. An essential corollary to reading skill is reading
enjoyment. If a student enjoys reading, they are generally found to have a high reading skill. It is
plausible that the most insightful metric of reading skill is whether a person can describe the
feeling of an internal movie playing in their mind (Grover & Hannegan, 2012; Beers, 1998). It
follows then that one of the most important functions of any literacy program is to help students
find joy in reading. Audiobooks has been found to be a viable strategy to increase joy of reading
(Grover & Hannegan, 2012; Beers, 1998; Serafini, 2004). Audiobooks provide access to
literature otherwise too complex for struggling readers. Instead of using all their energy on
decoding or defining meanings of words, audiobooks allow readers to focus on the story.
Audiobooks help students access the plot structures, themes, vocabulary and ultimately the
adventure of the story (Beers, 1998; Wolfson, 2008). In the book, Listening to Learn, the
authors found that “avid readers who have regularly been read to are able to visualize a book’s
actions in their minds, whereas alliterate students who have no recollection of being read to are
unable to imagine text scenarios in their minds. These students rarely see reading as a
pleasurable or meaningful experience” (P. 10).

In a study that utilized the assisted reading model with a fluent audiobook reader, the
findings found an improvement of students’ attitudes toward reading (Kuhn & Stahl, 2003).
Extending this to English Language Learners, listening to the English language is the best way
for the student to hear the language and visualize the images that the words depict (Beers, 1998).
The greatest attribute that an audiobook, perhaps, allows is the ability for a struggling
reader to complete a book (Gander, 2013). Marchionda (2001) suggests that a positive attitude
develops from the successful completion of an audiobook. Successful completion of multiple
books then fosters a reading habit where reading becomes a normal, consequential activity. The
reading habit is what creates the life-long reader and more importantly, the life-long learner as
one continually searches out new literature and new information.
Reading Comprehension and Audiobooks. The ultimate goal of reading a text is to
gain meaning from that text. Reading comprehension skill and interest in the subject matter are
then essential for learning. Students with a high level of skill in text comprehension are more apt
to become expert learners. This ability is extended into all content areas. Serafini (2004)
describes the act of reading as one that permits students to learn new vocabulary and concepts.
The new vocabulary and concept material can then be applied to a variety of different reading
materials and subject areas that can continue to expand a learner’s academic prowess.
Reading skill develops through oral language experiences. So, audiobooks can benefit
struggling readers by increasing comprehension of the text. The Whittingham study (2013) found
a significant increase in the reading ability of participants following an audiobook instructional
program according to a pre-and post-test study. Beers (1998) also found that for many struggling
readers to increase comprehension they have to see words and hear them simultaneously.
The process of reading is a complex one. Tankersley (2014) describes the brain as a
hierarchy of lower level decoding and phonological skills and high-level comprehension and
discourse analysis skills. Both of these systems must work together efficiently if a student is to
read quickly and gain meaning from text. Wolfson (2008) notes that audiobooks help to remove
the struggle to decode and that struggling readers can, “gain skills in recalling details,
understanding sequence, making predictions, drawing conclusions, and making inferences,” and
that more proficient peers can, “develop skills and strategies in critical and creative thinking.”
Audiobooks also improve the comprehension skills of English Language Learners
(ELLs). Grover & Hannegan (2012) utilize a case-study method on a school in California and
their project, Earphone English. This project promoted English language learning through
listening to audiobooks over the span of a quarter. For the ELL students, this activity not only
improved vocabulary and comprehension, but increased their ability to communicate with others
which created a socially rich experience that extended their learning gains. Casbergue & Harris
(1996) discussed how ELL students find listening to stories easier than decoding print only. The
students’ understanding of the text is assisted by the verbal techniques employed by a
professional narrator. As the students follow the text version while they listen to the audiobook
version, they can emulate the phrasing, pronunciation, emphasis, and tone which characterize the
standard English speech patterns. This assists in the improvement of both their English-speaking
ability as well as their reading ability—both enhance their capacity to understand the meaning
behind a text or conversation.
Audiobooks and Scaffolding. Lev Vygotsky’s (1978) seminal work on the concepts of
the Zone of Proximal Development and Scaffolding maintains that students’ intellectual ability is
best developed in social activities, and the material’s complexity should be extended just beyond
their current level of skill. Beers (1998) states that audiobooks, when deployed in an instructional
program that focuses on struggling readers or second language learners, can act as a scaffold that
allows students to read beyond their current reading level. Estves & Whitten (2011) state that
experiences with authentic literature and exposure to great books and classics is a necessary part
of a reading program. This type of literature usually causes anxiety for struggling students.
However, Stone-Harris (2008) has found that audiobooks makes complex literature more
accessible and can help expose struggling readers to genres they could not read by text alone.
Kara-Soteriou (2009) observed that audiobooks helped teachers to meet the various needs
of their students. Student needs included differing learning styles and various learning
disabilities as well as a wide spectrum of reading skill. In regards to struggling readers,
audiobook technology assisted students to not only read tougher texts but to participate in group
discussions over the different aspects of the text with their higher achieving peers. Group
discussion occurred because students spent less time on word-by-word decoding and more time
on the elements of the story. In the process, they were able to stay in the discussion with their
peers and gain the benefits that Vygostky’s (1978) social concept of learning appealed too. It did
not just impact low-level readers, however; audiobooks gave a differentiated experience for the
average to high-achieving students who wished to reach beyond their level and access more
difficult texts, explore new themes or genre, and improve their fluency.
Discussed in another way, Wolfson (2008) described:
The use of audiobooks with struggling, reluctant, or second-language learners is
powerful since they act as a scaffold that allows students to read above their
actual reading level. This is critical for older students who may still read at a
beginner level. While these students must have time to practice reading at their
level, they must also have the opportunity to experience the plot structure, themes,
and vocabulary of more difficult books. (P.108)
Conceivably, the greatest strength noted of the audiobook is its ability to breach the walls
put up by complex texts, and its ability to create a space for struggling readers to
participate in discussions with their more proficient peers, benefiting both groups.
Current Best Practices. Technology is a tool. When implementing a particular
technology into the classroom, an educator needs to know what outcome they are fulfilling by
integrating the technology into the lesson (Holum & Gahala, 2010). In a reading lesson,
audiobook technology can fulfill a particular outcome if utilized in a strategic way. For example,
outcomes that relate to student’s vocabulary, comprehension skills, and syntactic development
can be targeted as there has been proven growth in each of these areas (Lane & Wright, 2007).
Audiobook technology is most impactful when used in conjunction with the written text.
(Holum & Gahala 2001; Whittingham et al., 2012) The technology enhances regular reading
instruction; it does not take its place. When used in support of struggling readers, the student can
listen to the audiobook and follow along with the printed text. As they are completing this
activity, they learn to match the sounds that each written word makes. Similar to phonological
instruction, the matching of symbols is one of the basics of reading instruction and is enhanced
by audiobook technology (Serafini, 2004).
A primary focus of reading instruction is the discussion of a story or other textual
elements. Reading programs that integrate audiobooks should be no different. Multiple studies
integrating audiobooks into the program held a discussion of the story’s ideas at its core (Beers,
1998; Holum & Gahala 2001; Serafini, 2004; Whittingham et al., 2012). A cogent format for
discussion is dialogic reading. This type of reading is based on several principles. First, the
student should be an active learner during the reading of a text. Next, teachers should provide
feedback and model sophisticated language. Finally, the teacher should challenge the student’s
knowledge by raising the degree of the conversation. Particular strategies to accomplish these
items include the use of prompts, such as completion prompts, recall prompts, open-ended
prompts and distancing prompts (Lane & Wright, 2007)
Finally, it is important that the technical quality of the audiobook be taken into account.
Casbergue and Harris (1996) state that a “recording should entice, not alienate. Recordings
should be free of errors and readers should not only speak with clarity but must be able to
employ voices to various characters.” (P.56)
When selecting quality audiobooks, the main items to account for are sound quality and
reading style of the narrator. Educators should pay particular attention to what the narrator
sounds like for certain book and analyze whether the narrator captures the soul of the book’s
style. Dramatic narration, for example, can make a book seemingly alive and place an audience
under an imaginative spell (Chen, 2004). This type of engaging experience is especially
important for developing a joy of reading for the learner.
Prior Research
The primary methodology utilized in the most influential research for this study was
quasi-experimental and action research based. (Serarini, 2004; Whittingham et al., 2012) Each
of the primary sources utilized a mixed method approach of quantitative and qualitative data.
The researchers then triangulated the data in hopes of obtaining a more reliable result. One major
limitation of all the studies were the relatively small sample sizes of their groups, so there was no
pure experimental study in the whole of the literature. These studies also utilized a pre- and post-
test approach that collected the quantitative data, while the qualitative data was gathered through
the use of surveys, interviews, and observation.
Regarding design and implementation, the majority of the studies utilized audiobooks and
an accompanying text. (Beers, 1998; Chen, 2004; Serarini, 2004; Whittingham et al., 2012). It
was found to be most effective when students could listen, follow text and read along, while
matching sounds to unfamiliar words. The studies typically had a control and experimental
group, although a limitation of the Whittingham study (2012) was the lack of a control group.
Summary
Struggling adult readers do not find reading to be a pleasurable activity. Readers who do
not find joy in reading do not engage enough in the activity to gain the required comprehension
skills needed to succeed in high-school equivalency exams or other academic programs.
According to the research, audiobooks have been utilized at the K-12 level quite effectively.
Now, studies are required to assess whether that effectiveness can translate into a viable
instructional intervention to enhance reading enjoyment and reading comprehension for the adult
learner demographic.
There is a promise that audiobooks would work for adults on a theoretical level as
audiobook technology has been used to engage struggling adolescent readers with increasingly
complex literature. The technology has proved successful in limited cases for adults learning
English as a Second Language. Further, the literature details that utilizing audiobooks while
reading the text version of the book at the same time has produced positive gains as it allows for
students to pay more attention to the story rather than the decoding of words. Further, it allows
for the reader to match sounds as emulated by a fluent model to particular words. Thus, it
enhances both the comprehension skills as well as the phonological skills of the learner and
increases the enjoyment of the story.
Chapter 3
Research Methodology
Overview of the Research Methodology
The research methodology utilized in this study is action research. The main data
collection tools were pre-treatment and post-treatment assessments, lesson assessments, and a
Likert-scaled survey that also included three short-answer questions. The data collected from
these instruments formed the findings of the study. These items dictated a mixed-method data
collection. Mixed-method data collection includes quantitative and qualitative data.
The aim of this research was to determine whether an instructional unit that focused on
reading comprehension and reading enjoyment would see higher learning gains with the infusion
of audiobook technology. This instructional unit focused specifically on the struggling adult
reader participating in a General Education Development (GED) basic skills class. The
instructional unit included eight reading comprehension concepts found on the GED test. The
eight lessons in the instructional unit included one comprehension concept each. Each lesson had
a Brothers Grimm Fairytale that was read and used for analysis. There were two groups of
participants in this study, a treatment group and a control group. The treatment group read and
listened to the Fairytales simultaneously, while the control group had use of the text version
only.
Research Questions
The research questions for the study are found below.

3) What is the difference in adult learners reading comprehension when an audio-book
instructional program is implemented as measured by pre-treatment and post-
treatment reading comprehension assessments and lesson assessments?
4) What is the perception of adult learners reading enjoyment when an audio-book
instructional program is introduced as measured by teacher surveys?
Research Design
The design of this study was Action Research. The principles of Action Research for this
project were informed by the text Action Research: A Guide for the Teacher Researcher, by
Geoffrey E. Mills. The action-research based method is particularly useful in situations where an
educator wishes to study practical instructional strategies and not focus heavily on abstract
theory (Mills, 2011). The method allows the educator to reflect and better inform their
instructional strategies. The first step elucidated by Mills (2011) was to identify an area of focus
and define performance objectives of the instruction. An educator then creates an instructional
unit that accomplishes the performance objectives. Finally, the educator implements the
instructional unit prepared and collects and analyzes the data to inform the educator whether
their strategy is useful, needs improvement or should be discarded.
Participants
The limited research involving adult learners has shown this demographic has a difficult
time improving literacy skills. Traditionally, a reason for this is due to the atypical educational
history and the heterogeneity of their background (Calhoon, Scarborough & Miller, 2013). The
diversity involved in this specific participant group also holds true. The participants come from a
variety of backgrounds—including immigrants from South America, refugees from Somalia,
Sudan, Burma, and Iraq, and low-income adults from around the community. Over half the
participants were English Language Learners (ELLs). The age range was from 18 – to 65. 27
students started the study. These students were broken into two groups according to the time of
day they attended class. The control group included 12 students, and the treatment group
included 15 students. By the end of the study, there was a total of 21 students—three students
from each group did not complete the study. The main selection criterion was that the student
was involved in the Adult Basic Education course at the community college’s lowest level range.
The levels were populated by the students’ scores on the State’s placement test. This placement
test is called the CASAS. The placement range is equivalent to grade levels 3 – 7 at the K – 12
levels. One final participant was a colleague of the researcher who implemented the instructional
unit to the control group. This colleague is the lead professor in the Basic Skills department at
the community college with over 15 years of experience.
Permissions. Permission to participate in this study was obtained with the use of an
Informed Consent Form (Appendix C). First, the researcher obtained approval of the form from
the Vice President of Instruction at the college where the study took place. There was specific
verbiage that had to be included in the form at the Institutional level, so there was a dialogue
between the researcher and the Vice President to ensure this form was completed appropriately
per the Institution’s policy. Once approved, the researcher introduced the Informed Consent
Form to the department Dean who gave verbal approval. Finally, the researcher presented the
study and consent form to both the treatment and control groups. The researcher detailed that
participation was optional and that all individual information would be kept anonymous. The
students were all adults. Thus, they could give individual consent for involvement in the study.
They signed the forms, and the forms were kept on file.
Evaluation Methods and Instruments
The data in this study included both quantitative and qualitative data. The data collected
for the first research question came from researcher-designed comprehension assessments. This
evaluation included a 20 question multiple choice pre-treatment test and a 20 question multiple
choice post-treatment test. Both the treatment and control group had the same environment and
materials for testing. The participants were given the same Brothers Grimm Tale, The Frog King,
to utilize on the pre-treatment assessment, and the Expert Hunstman on the post-treatment
assessment (Zipes, 2014). The pre-treatment evaluation and post-treatment evaluation did not
include an audio version. The researcher recorded correct and incorrect responses and compared
at the group level.
The next data collection measure for the first research question was quantitative and was
collected from the eight lesson assessments. Each assessment had five multiple choice questions.
The evaluation covered the specific Brothers Grimm Fairytale and comprehension concept of
that lesson. These assessments introduced a difference between the two groups as the treatment
group heard the audio version during the content presentation, and the control group did not hear
the audio version in the content presentation. Both groups had the text version of the specific
Fairytale for the lesson while they completed the assessment. This data provided insights into
whether audiobooks affected comprehension at the short-term memory level.
At the beginning of the study, each student participated in a mixed, quantitative and
qualitative, survey to obtain baseline data on their perspective of their reading skills, their
interest in reading and whether they found reading to be an enjoyable pursuit. This data
collection was distinct to the second research question. Both groups took the same survey. In the
survey, audiobooks were not mentioned, rather the questions were specific to their current skill
and enjoyment and not whether they have used audiobooks before. At the end of the instructional
intervention, each participant took a similar type of survey providing comparison data. The
wording of the questions were modified to limit any potential bias from the first survey. Similar
type questions would be grouped for analysis.
Validity and reliability. The instruments used for data collection included pre-treatment
and post-treatment assessments, lesson assessments, and pre-treatment and post-treatment
perception surveys. Each of these instruments was valid in that they collected data reflecting the
research questions. The first research question asks of the impact that audiobook technology has
on reading comprehension. The assessment instruments collected data that could provide some
clarification of these phenomena. Further, the assessment instruments’ questions were designed
to reflect concepts found on the GED test. The questions were also written in a similar manner to
the types of questions found on the GED test. The researcher can vouch for this similar style of
writing as the researcher has been an educator of GED and ABE prep classes for four years. The
researcher also obtained feedback from the lead professor of the department on the questions
involved in the assessment. The perception surveys collected data that provided insight into
whether or not audiobooks could impact a learner’s enjoyment of reading. The types of questions
in the survey aligned to several metrics found in the research detailing reading enjoyment. For
example, one of the survey questions that matched the literature posed this question: do the
participants have an internal movie playing in their head as they read? Further questions
followed prior research in a similar manner.
The instructional unit and assessments were analyzed by the Lead Professor in the
Department and commented on to ensure that the evaluations had better reliability. Further, in
the research method itself, the design of the lessons limited facilitators interaction to lessen
impact a facilitator may have on the data and instead focused on activities that were inherently
student-centered. However, action research has some validity and reliability issues because of the
nature of the study. The researcher was also the lead educator and designed and implemented
the study. Thus, there is bias, but the researcher made an effort to keep lessons and data
collection consistent and informed by prior research.
Data integrity. The integrity of data was ensured in this study by having consistent data
collection. The instruments’ data were immediately filed and recorded into a database.
Evaluations were critiqued by colleagues to confirm that questions were clear and would impart
robust and true data. Surveys and assessments were kept anonymous. Students in the unit of
instruction were not identified. Demographic information was only spoken of in the aggregate as
was the presentation of data. Further, students had a quiet, controlled atmosphere when
completing assessments.
Finally, a caveat—due to this being action research, the integrity of data largely resides in
the scrupulousness of the researcher implementing the study, and while the researcher can not
impartially convey integrity, the researcher went to great lengths to ensure that the data was
honest and sound.
Research Methods
The first step in improving reading comprehension of the adult learner is to provide a
fluent model (Elley, 1989). With this fluent model, the story’s narrative is clear, and the student
becomes aware of the adventure there involved in—and hence, joy is infused into the event. In a
study by Skouge et al. (2007), the findings concluded that human beings learn best through
modeling, including audio-base modeling.

This study explored whether audiobooks could provide this fluent model and whether the
struggling adult learner found audiobooks to be a relevant and enjoyable way to add to their
reading skill. Another important consideration was the research that suggested that the most
positive results provided by reading aloud have been found in researcher-designed methods as
opposed to naturally occurring methods (Lane & Wright 2007). One particular method the
research suggested, and one that was integrated into this instructional unit, is termed Dialogic
reading. This approach focuses on providing specific prompts, such as completion prompts,
recall prompts, open-ended prompts and distancing prompts, during and after the reading
endeavor (Lane & Wright 2007).
With these important factors in mind, an instructional unit (Appendix A) was developed
that focused on reading comprehension. The particular reading comprehension concepts focused
on are found on the GED test. The eight distinct comprehension concepts included in this unit
were determining main ideas, summarizing, categorizing, identifying cause and effect,
comparing and contrasting, analyzing plot elements, analyzing character, and determining the
theme. There was a total of eight lessons in the instructional unit, and each lesson was an hour in
length. Each lesson was broken down into the same format and were informed by Gagne’s
(1985) Events of Instruction theory. These Gagné (1985) inspired components of the lessons
included the following events: a pre-lesson activity, content presentation, content practice,
content assessment and follow-up activities.
In the pre-lesson section, students engaged in an activity priming the concept to be
learned for that day as well increasing their interest in the subject. The types of activities
included mind mapping, graphic organizer completion, cause and effect table completion, Venn
diagraming, picture analysis, KWL charting and Silent Socratic dialogue. The pre-lesson activity
also provided a scaffold from the previous lesson by integrating the concept learned in prior
lessons (Vygotsky, 1978).
In the content presentation section, the Brothers Grimm Fairytales were utilized. The
reasoning for using the Brothers Grimm Fairy Tales is because of its reading level – 7.19
according to Flesch-Kincaid—and its relatively short length. The reading level is within the zone
of proximal development for the lower level ABE learner, and with the short duration of each
tale, 15 – 20 minutes, students could read (or listen and read) and then analyze the tale in one
class period. A recommended research-based strategy stated that read-aloud activities have
diminishing returns if focused on for too long (Lane & Wright 2007).
The particular stories came from the Original Folk and Fairy Tales of the Brothers
Grimm which was translated and edited by Jack Zipes. There was a total of eight stories covered
in each of the lessons. The eight tales came from the Zipes (2014) version and included
Rumplestiltskin, Little Snow White, Briar Rose, The Wandering of Thumbling, The Foundling,
The Six Swans, The Three Little Men in the Forest, and A Story About a Brave Tailor. Following
the reading of the lesson’s Fairytale, the facilitator presented the lesson’s comprehension concept
using a researcher-developed lesson plan and PowerPoint presentation (Appendix A). The
facilitators were different for the treatment and control group, so they followed the lesson plan
closely to limit facilitator bias. The researcher of this study facilitated the treatment group’s
instructional intervention while a qualified colleague, the Lead Professor of the Department,
facilitated the control group. Teacher talking time was limited. The unit was designed to be
student-centered with the facilitators playing the role of a guide. The feedback was limited to
positive affirmations and rephrasing of guiding questions and prompts.

There were two groups of students engaged in this instructional unit. The control group
went through the instructional unit at the same progression as the treatment group, but this group
did not have the audiobook version playing while they read the Brothers Grimm Fairytale. They
were the text-only group. The treatment group did have the audiobook enhanced unit, which
meant students read and listened to the Brothers Grimm Fairy Tale at the same time.
In the content practice section of the lesson, the students engaged in a form of dialogic
reading within groups. The types of prompts discussed were researcher-designed. However, the
discussion was student-led, and the facilitators did not engage in deep discussion other than
providing positive affirmations and clarifying directions. The types of prompts covered were
distinctive to the comprehension topic and Brothers Grimm Fairytale of that lesson.
The content assessment portion provided five multiple choice type questions. This data
was collected and analyzed in a later section of this study. The assessment(s) were researcher
designed. Each assessment focused on the lesson’s specific comprehension concept and the
Brothers Grimm Fairytale of the day. The students had use of the specific Brothers Grimm
Fairytale from the lesson to answer the assessment questions.
The follow-up section of the lesson gave the participants extra practice on the lesson’s
concept and provided a scaffold into the following lesson. This component is placed into the
lesson to accomplish the retention element of Gange’s model (1985). The follow-up section
included worksheet activities that featured writing prompts, Venn diagrams, and graphic
organizers.
All presentations were designed with the PowerPoint software. The lesson plans were
designed with Microsoft Word. Each PowerPoint presentation was designed to be in compliance
with ADA regulations. Each PowerPoint presentation and corresponding Word document lesson
plan were uploaded to the learning management system, Moodle, for access by the facilitators.
Likewise, materials were printed in packet form and were delivered to the students. All
information was available digitally as well as in print. The instructional unit was a stand-alone
version, and any instructor could utilize it without the assistance of the developer. The facilitator
had a lesson guide along with copying instructions for each of the lessons.
Finally, there was a pre-treatment assessment and a post-treatment assessment for this
instructional unit (Appendix B). The pre-treatment assessment and post-test assessment included
20 multiple-choice questions. The multiple-choice test covered a selected Brothers Grimm
Fairytale. All eight comprehension topics were assessed – and they were done so in the same
proportion as the previous assessment. Both groups had the use of a text-only version for both
the pre-treatment assessment and post-treatment assessment. The reasoning for this was the
researcher wanted to determine whether there was a statistically significant difference over time
without the use of the audio version at the end of the intervention.
Differences. There were one significant difference and a few minor differences between
the capstone prospectus’s method and the actual study’s method. The major difference was the
sample size of participants. The prospectus detailed that there were going to be approximately 40
students, with equal numbers of students in both groups. Unfortunately, the classes that were
drawing students into the study saw a dip in attendance when the study was implemented and
lost potential participants before the study started.
A minor difference between the prospectus and the study was the software used for the
presentation of graphics. The prospectus stated that the web-based software, Nearpod, would be
used to present content. However, after discussion with the researcher’s colleague, it was agreed
that for ease-of-use, the researcher would design PowerPoint presentations that could be
uploaded and downloaded from Moodle. However, this did not change the presentation’s content
or the functioning of the instructional strategy.
The other minor difference between the prospectus and the study was the changing of one
of the Brothers Grimm Fairytales. In the prospectus, it was stated that Dumbling and the Three
Feathers would be part of a lesson. Instead, the researcher substituted The Foundling for the
previously stated Fairytale. This substitution was due to The Foundling having a more
pronounced cause and effect relationship in the story– which was the comprehension concept
taught in the lesson.
Summary
The action research study was meant to assess whether audiobook technology could
improve an adult learner’s ability to comprehend material and enjoy the text they are reading.
The basic methodology of the study followed in this order: pre-treatment assessment, pre-
treatment survey, treatment (instructional unit), post-treatment assessment, post-treatment
survey. The data collected out of these instruments were quantitative and qualitative. There was a
total of 8 lessons in the instructional unit, each covering a reading comprehension topic found on
the GED test. Each lesson had a Brothers Grimm Fairytale that was read and analyzed. The
treatment group listened and read the Fairytale’s text simultaneously, while the control group
read the text only. Due to this being action research, the data analysis informed the educator of
the practical efficacy of the instructional strategy.

Chapter 4
Findings
Results Overview
The purpose of the research study is to ascertain whether reading comprehension skills
and enjoyment of reading can be impacted by an audiobook infused instructional program. The
results were organized according to the two research questions and the instruments that were tied
directly to the question. A final section provided discourse on the two research questions and
triangulated the data to compare the results.
Data-Driven Findings
The first research question assessed reading comprehension skill. There were three
distinct instruments tied to this question. The instruments included a pre-treatment assessment,
lesson assessments and a post-treatment assessment.
In the pre-treatment assessment, the data shows the control group averaging a higher total
of correct answers per 20 questions than that of the treatment group. However, the post-treatment
assessment shows that the treatment group averaged a higher total of correct answers per 20
questions. In a comparison of the two groups’ knowledge gains – knowledge gain is defined as
the averaged increased correct answers for both groups – the treatment group averaged 2.5
answers of knowledge gain while the control group averaged 1.78 answers of knowledge gain.
While inferential statistics was not utilized due to small sample size, and thus a statistical
significance could not be established and inferred to a larger population, the descriptive statistics
detail a relevant improvement.
There was a total of eight lesson assessments. Each lesson assessment had five questions
on the reading comprehension topic of the day. The lesson assessments were given to measure
the short-term effect that audiobook technology had on reading comprehension improvement.
The treatment group had the use of audiobook technology and the text version for the lesson,
while the control group had use of the text version only. The treatment group averaged a higher
amount of correct answers in seven out of eight lessons. The one lesson that the control group
averaged a higher score was in the first lesson’s assessment.
The first research question assessed the learners’ perception of reading skill and reading
enjoyment. There was one instrument tied to this question. This instrument was a pre-treatment
survey and a post-treatment survey. On the pre-treatment survey there were nine Likert-scale
questions and three short answer questions. On the post-treatment survey there were eight Likert-
scale questions and three short answer questions. The Likert-scale had five answer choices,
strongly disagree, disagree, neutral, agree and strongly agree.The questions’ wording were not
the same on the pre-treatment and post-treatment survey, but the questions had a similar theme
which allowed the responses to be compared. The Likert-scale questions produced similar results
between both groups. However, there was a stark outcome that differed between the two.
This difference occurred when students responded to a question that asked whether they
were able to visualize characters and images in their mind while reading. The treatment group’s
pre-treatment response averaged a disagree response, while their post-treatment response
averaged an agree response. The control group’s pre-treatment response averaged a neutral
score, while the post-treatment response also averaged a neutral score. A similar thematic
question in the survey asked if the learner felt reading was akin to seeing a movie play in their
mind. The treatment group’s pre-treatment score averaged a disagree response, while the post-
treatment scored averaged an agree response. The control group again scored neutral on both the
pre-treatment and post-treatment surveys. Now, these two questions according to prior literature
are essential metrics in determining reading enjoyment and future reading skill. This change in
response is pertinent to the literature on audiobook technology and reading improvement.
The short-answer responses also provided similar results and a few germane differences.
The difference occurred within the question: did you improve your reading skills since the unit
began? The control group answered in the affirmative, but their responses were short--generally
one sentence answers with little detail of why. The treatment group on the other hand also
replied in the affirmative, but their responses were lengthy and detailed. There were two similar
strands of detail found throughout the treatment group’s responses. The first detail was the
students were amazed that they could follow the story and understand what the characters were
doing—many stated that they usually are trying to figure out the sounds of words and its
meaning while reading and have less time to hear the story. The second strand was a direct
statement that they liked the audiobooks playing while they were reading. A few stated they
would search audiobooks out at the library.
Data Analysis
The first dataset includes three tables. These three tables detail the scores found on the
pre-treatment assessment, post-treatment assessment and a comparison of the assessments
between the two groups.
Table #1
Pre-Treatment Reading Comprehension Assessment
Group Type Mean SD n
Treatment 11.67 3.89 15
Control 12.92 4.12 12
Notes. SD=Standard Deviation. n=number of participants

a
Pre-Treatment Mean and Post-Treatment Mean detail how many correct answers out of 20
The first table details the difference between the two groups on the pre-treatment reading
comprehension assessment. In this first assessment, the control group averages a higher mean
score with slightly more variability in standard deviation than that of the treatment group.
Table 2
Post-Treatment Reading Comprehension Assessment
Group Type Mean SD n
Treatment 14.50 3.58 12
Control 13.22 2.72 9

a
The second table details the difference between the two groups on the post-treatment
reading comprehension assessment. In this post-treatment assessment, the results are inversed.
The treatment group averages a higher mean score with slightly more variability in standard
deviation than that of the control group.
Table 3
Comparison of Reading Comprehension Assessments
Group Type Pre-Treatment Mean Post-Treatment Mean Knowledge Gain
Mean
Treatment 11.67 14.50 2.5
Control 12.92 13.22 1.78

a
b
Knowledge gain mean is the average difference of answer improvement for each groups’ participants
Table 3 lays out the difference in the pre-treatment mean and the post-treatment mean for
both groups. In this table, one can see the average difference in scores between the two
assessments and the groups. Both the treatment and the control group see gains after the
instructional unit has been implemented. However, the treatment group saw a superior gain as it
started with a lower average score than the control group and ended up with a higher average
after the post-test. The treatment group also saw a higher knowledge gain as each student
improved 2.5 correct answers on average compared to 1.78 correct answers on average for the
control group.
The next instrument tied to the first research question was the lesson assessments. The
lesson assessments measure short-term reading comprehension of the Fairytales. The difference
in this evaluation was the treatment group has use of audiobooks and the text, while the control
group did not.
Table 4a
During-Treatment Assessments Control Group
Lesson # Mean SD n
Lesson 1 3.42 1.56 12
Lesson 2 3.38 1.19 8
Lesson 3 3.70 1.25 10
Lesson 4 3.64 1.12 11
Lesson 5 2.42 1.24 12
Lesson 6 3.90 .74 9
Lesson 7 3.38 1.19 8
Lesson 8 3.00 1.33 10
Table 4b
During-Treatment Assessments Treatment Group
Lesson # Mean SD n
Lesson 1 3.31 1.11 13
Lesson 2 3.58 1.08 12
Lesson 3 3.92 1.04 13
Lesson 4 3.85 1.52 13
Lesson 5 3.27 1.35 11
Lesson 6 4.08 0.67 12
Lesson 7 3.50 1.43 10
Lesson 8 3.27 1.01 11
Table 4a details the mean scores of each lesson for the control group. Each lesson has
five questions, so the mean score is the average of correct responses out of five. Table 4b details
the mean scores of each lesson for the treatment group.
Analyzing the two groups, one finds that the results are similar. One can see the trend in
the data, and some lesson assessments—such as lesson 5 appear—harder than the others.
However, if one compares the mean score of each lesson between the groups, the treatment
group consistently scores higher, 7 out of 8 tests, than the control group; and note, this is after
the control group scored higher initially on average on the pre-treatment assessment. The
treatment group out-scores on average the control group in a fairly quick manner, and it stayed to
this trend throughout the lessons.
The next instrument dealt with the second research question. The second research
question measured the learners perception of their reading skills and enjoyment of reading.
Tables 5a and 5b detail the pre-treatment survey of the treatment and control groups. The survey
is based on a Likert Scale. The responses of the students are allocated in the table. Each
response, strongly disagree, disagree, neutral, agree and strongly agree, are given a number value
to allow for averaging. However, note that distance between each response may not be the same.
Table 6a and 6b then detail the post-treatment survey of the treatment and control groups.
The survey is again based on a Likert Scale. However, the questions are worded differently, but
the themes of the questions stay the same. These themes have to do with whether the student
finds reading to be enjoyable, whether they view reading as important or difficult, and whether
they can visualize the types of images the story is trying to portray.
Table 5a
Pre-Treatment Survey – Control Group
Likert Scale Questions
Questions Strongly Strongly

Disagree Disagree Neutral Agree Agree Answer
(1) (2) (3) (4) (5) Mean
I enjoy reading 0 0 6 3 3 3.75
When I read I see images 1 2 3 2 4 3.5

in my mind
I read for fun 0 4 2 3 3 3.42
I read at least 30 0 4 2 3 3 2.25

minutes a day
I have access to many 0 5 1 3 3 3.33

types of reading materials
Reading is very important 0 2 1 6 3 3.83

to me
Reading has always been a 4 0 4 4 0 2.67

difficult task
When I was young, my 5 4 1 1 1 2.08

parents read to me a lot
Reading for me is like 1 4 1 3 3 3.25

seeing a movie play in my
mind
Table 5b
Pre-Treatment Survey – Treatment Group

(1) (2) (3) (4) (5) Mean
I enjoy reading 1 2 7 3 2 3.2
When I read I see images 3 5 2 5 0 2.6

in my mind
I read for fun 2 5 2 4 2 2.93
I read at least 30 7 5 2 0 1 1.87

minutes a day
I have access to many 5 5 4 1 0 2.07

types of reading materials

to me
Reading has always been a 2 1 2 5 5 3.67

difficult task
When I was young, my 9 2 1 2 1 2.87

parents read to me a lot
Reading for me is like 6 5 1 2 1 2.13

seeing a movie play in my
mind
Table 6a
Post-Treatment Survey – Control Group

(1) (2) (3) (4) (5) Mean
When I read the Brothers 0 0 5 2 2 3.67
Grimm, I saw a movie
playing in my head
If I had a copy of the 0 3 2 2 2 3.33

Brothers Grimm, I would
read it to my family
I would read the Brothers 0 2 2 5 0 3.33

Grimm for fun
I have started reading 0 2 2 2 3 3.67

more than 30 minutes a
day outside of class
I think I could get a copy 0 1 3 2 3 3.78

of the Brothers Grimm if I
want to

to me
Reading the Brothers 7 2 0 0 0 1.22

Grimm was difficult for
me
When I read, I could 0 1 3 2 3 3.78

picture the Grimm
characters in my mind
Table 6b
Post-Treatment Survey – Treatment Group


(1) (2) (3) (4) (5) Mean
When I read the Brothers 0 1 1 6 4 4.08
Grimm, I saw a movie
playing in my head
If I had a copy of the 0 0 2 5 5 4.25

Brothers Grimm, I would
read it to my family
I would read the Brothers 2 1 4 4 1 3.08

Grimm for fun
I have started reading 1 1 2 6 2 3.58

more than 30 minutes a
day outside of class
I think I could get a copy 1 1 2 8 0 3.42

of the Brothers Grimm if I
want to

to me
Reading the Brothers 7 4 1 0 0 1.5

Grimm was difficult for
me
When I read, I could 0 1 5 3 4 4.08

picture the Grimm
characters in my mind
There are three distinct themes in the survey. The first theme has to do with whether
student finds reading to be enjoyable. In the table above, this is reflected in several questions –
for example; I enjoy reading, and I read for fun in the pre-treatment survey, and I would read the
Brothers Grimm for fun, and I would read it to my family in the post-treatment survey. In both
instances, the differences and growth in responses are negligible according to the data.
The second theme measures whether the students view reading as important. This theme
is reflected in the questions, reading is important to me and I have started reading more than 30
minutes a day outside of class. In this instance, the results again do not show a great difference.
However, there are slight changes for the control group, as they have enhanced their opinion of
reading importance, and the treatment group, as they stated they increased their time spent
reading.
The final theme measures whether the learners visualize plot and character elements. In
this instance, the treatment group saw a significant change as they went from a disagree response
to an agree response at a high rate. This finding is significant as this is a stout metric for reading
enjoyment.
The final data-set was the short-answer responses that were a part of the survey. The
researcher has grouped the findings according to like statements. In the pre-treatment survey, the
control group stated an enjoyment of reading at a slightly higher rate than the treatment group.
The treatment group tended to state that they either had a learning problem or were learning
English as a second language, and that made reading a difficult activity for them. They also
described their reading ability as bad and slow frequently. In the post-treatment survey, the
control group commented that their reading ability had improved, and that they enjoyed the
Brothers Grimm tales, although the stories were a tad crazy. The treatment group also stated that
they enjoyed the stories and that they improved their reading skill. A detail that was commented
on frequently for the treatment group was the pleasure that audiobooks brought. They were able
to follow the story and found the pronouncing of words helpful.
Answers to the Research Questions
The first research question reads, “What is the difference in adult learners reading
comprehension when an audio-book instructional program is implemented as measured by pre-
treatment and post-treatment reading comprehension assessments and lesson assessments?” The
findings of this question can be summed up as there was a difference found when audiobook
technology is introduced. The difference found is a stated improvement in reading
comprehension ability for learners when an audiobook is introduced into a research-informed
instructional unit.
The second research question reads, “What is the perception of adult learners reading
enjoyment when an audio-book instructional program is introduced as measured by teacher
surveys? The data collected for this question found that audiobooks do increase reading
enjoyment for readers. Although, this increase was not statiscally significant in most instances
there was a particular theme that saw improvement. This theme was that students had a better
ability to visualize characters and plot elements, and could follow the story with more ease.
Findings Summary
The research provides evidence that a struggling adult reader’s reading comprehension
sees improvement when audiobook technology is introduced into a instructional unit. This
finding was obtained from the use of a pre-treatment assessment and post-treatment assessment
comparison as well as by lesson assessments. The data collected was largely quantitative in
nature and was analyzed with the use of descriptive statistics.

The findings of this study also provide evidence that reading enjoyment can be increased
when audiobook technology is introduced into an instructional unit. This finding was measured
by a pre-treatment survey and a post-treatment survey. There were also three short answer
responses that allowed students to further elaborate on their perception of reading skill and
reading enjoyment.
Chapter 5
Discussion and Conclusion
Overview
The study of the instructional unit and audiobook technology shows that this intervention
is relevant and should have enhanced study. In particular, the small sample size of the study does
not allow the researcher to infer it to a larger population. Thus, this is a recommended next step
for the topic area.
Problem Solutions
Strong reading ability is a prerequisite for success in secondary and post-secondary
education. Students need to be able to retain, comprehend and use information learned from texts
effectively if they are going to succeed in progressively complex subject areas. Further,
according to the literature review and the findings of this study, reading enjoyment has a strong
correlation to increased reading ability. Thus, educators need to look for strategies to enhance a
student’s enjoyment of reading and help engender a life-long reading habit. When a student
reaches adulthood it becomes increasingly more difficult to accomplish these goals. However, a
comprehensive and well-designed instructional unit that is informed by educational theory, such
as Gagne’s (1985) Events of Instruction theory and dialogic reading prompts, can amplify a
student’s ability to comprehend material.
This study’s reading comprehension based instructional unit with added audiobook
technology shows attractive knowledge gains. While the findings do not hold audiobook
technology as a panacea and a stand-alone strategy, it does provide base-line data that asserts that
audiobook technology could be a significant intervention when combined with a reading
comprehension instructional unit.

Strengths
The strength of the study was in its research-informed design. The design of the unit
looked carefully at past literature to inform its components. These components included Gange’s
(1985) Events of Instruction theory and Vygotsky’s (1978) Zone of Proximal Development
theory, as well as the addition of student-led dialogic reading prompts. The instructional unit
showed that it could increase a student’s comprehension skills – both the treatment and control
groups saw positive knowledge gains. With the added element of audiobooks, however, the
strength of the unit was enhanced further as shown by the treatment group’s higher knowledge
gains.
A further strength of the study is in its unique focus on the adult learner. The literature is
incomplete when it comes to impacting an adult learner’s reading comprehension skills, and it is
void of any discussion on audiobook technology and the struggling adult reader. This study
offers a small, but viable contribution to this area.
Weaknesses
The primary weakness of the study was the potential for researcher bias and inexperience.
This bias particularly holds true for the development of evaluation methods. The evaluation
methods were researcher designed rather than from a peer-reviewed testing organization. Thus,
the data’s reliability could have been affected.
Problems Encountered
The primary problem for the study was student attendance. First, the sample size proved
smaller than originally projected. Six students also dropped out of the study from the beginning
to the end. Finally, attendance throughout the study varied. As one looks at the lesson
assessments, the attendance differences are noted. There was not perfect attendance for any
single lesson, and the lessons had up to five students missing for certain time periods. This
attendance factor, while in an already small-sample size, proves troublesome for the data
collected.
Influential Factors
Several factors could have influenced the results. First, the researcher of the study was
also the primary facilitator. The participants in the study had been students in the course for at
least the past six weeks before the study start, and many participants had been with the facilitator
in previous quarters as well. This familiarity with the instructor could have left an imprint on the
data. Further, while the facilitator tried to limit any lecture time or lecture style from influencing
the results, it is impossible in an action research design to control these factors in whole. The
facilitator’s style inevitably affected the results.
Implications
The major implication of the study is that audiobook technology is an instructional
strategy that deserves further scrutiny and research. The literature review established positive
findings of technology for the K-12 demographic. This action research study extended these
findings to the struggling adult learner demographic and showed enough encouraging gains to
not dismiss its viability outright. In fact, it more aptly placed it as an effective tool in an
instructor’s toolbox when engaging the adult learner.
Limitations
The sample size of this study was small, and the participant selection was not random.
Thus there could be no inferences made to a larger population. A cause-and-effect relationship
could not be established either because of the size of the sample, and stronger statistical tests
could not be utilized for this reason as well. Further, this study could not control for all variables,
such as instructor bias and attendance – these two factors severely limited the scope of any
conclusions.
Recommendations
Improvement. The main area of improvement is to create a randomized study with a
larger population to allow for more rigorous statistical testing. The results of this study were
promising enough to recommend a larger scale study. Another area of improvement is to
implement this study at the beginning of a quarter rather than towards the end. In Adult Basic
Education, attendance tends to drop-off midway through the quarter as adults have various
responsibilities that hinder their ability to attend class and jobs that decrease their energy level.
Finally, the study should have a longer treatment period. Eight hours of instruction is a short
study and does not adequately portray potential gains or flaws. Other research studies that were
included in the literature review tended to be multiple-quarter studies.
Further investigation. Audiobook technology has promising areas of further study. The
first recommended step is to replicate this study with an expanded, randomized population and
timeline. This will provide an ability to infer results to a larger population. A slightly different
modification could be made in comparing audiobooks to non-professional, but fluent models in
the form of teacher aides or teachers themselves. This study would reflect on whether an
audiobook’s professional sound provides a clearer narrative or whether it is the fluency of the
speech itself that matters. This could also be reflected in reading style and tone, and whether
there are certain tones that better impact the read-aloud function. Finally, an interesting design
change would be in the instructional units itself with the audiobook technology added into
different researced-informed units . For example, a research question could be: are their types of
instructional strategies within the unit that could enhance the audiobooks effects?
Project Summary and Conclusion
The study of audiobook technology and its effect on reading comprehension and
enjoyment saw increased learning gains. For struggling adult readers, research into literacy
strategies is urgent and necessary. The audiobook intervention showed enough encouraging
results that it is recommended that further research be completed in this area.
Implementation
The capstone project provided relevant experience to my area of work as both an adult
basic education instructor as well as an instructional designer. First, the mindset of an educator-
researcher is a necessary one. Strategies should be reflected upon and improved. Action research
is as pertinent as experimental research is at the community college level. To have knowledge
and skill in this method will prove valuable to me and my hope is to the department as well.
Further, the instructional unit and technology embedded into this unit provided a
promising strategy that I can utilize with my students. They showed interest and pleasure when
this unit was implemented. I look forward to enhancing this unit and strategy, and will extend the
findings in future research at my college.
Master’s Degree Experience
My experience at Western Governors University was valuable. The academic and
delivery model for the Masters in Learning and Technology should become a widely accepted
and implemented program in Universities across the United States. In particular, students already
working in the instructional design and educational technology field can benefit immeasurably.
For these types of students, the asynchronous, competency-based model is ideal. One can apply
the theories that have been studied in their courses directly to applied scenarios; this takes the
usual practicum experience of academic degrees to another level as students are able to
immediately test and observe real-world interactions.
While this may be a niche market of students, the delivery model and the working
professional is an educational policy that our policy-makers should advocate for and incorporate
into public higher education. In particular, I would like to see research conducted on this specific
demographic to see if this subset of students are better able to deliver on degree outcomes than
students taking courses in the classroom full-time. It is my opinion that the strongest higher
education model is one that allows students to immediately apply theory in a professional setting.
I was personally blessed that I had the opportunity to work as a salaried instructional designer at
my local community college, while I completed my graduate level work. Further, while my case
has the limited sample size of one, I found that the graduate experience was richer than my
Bachelors experience. My Bachelor’s degree was accomplished at a reputable, brick and mortar
University but was less useful because it did not allow the ability to immediately take my
academic experiences and apply it at a professional level.
Another reflection on education policy is the cost of traditional programs in comparison
to Western Governor’s University’s (WGU) program cost. WGU’s cost is sufficiently high that
one has to make a sacrifice, but it was not so exorbitant that a student would be affected long
term. With the current trend of $50,000 degree programs juxtaposed against the discussion over
free college, I find that an affordable option like WGU is astute and necessary. It means that a
student has enough incurred monetary risk to take their education seriously, but it is not so
expensive that they would set themselves back financially for years. I have been able to pay my
degree out-of-pocket without taking further loans out. This is the type of cost model that needs to
be adopted—I personally would continue my education and build my skill-set further if
affordable options were in place..
A minor critique of the program is its lack of professionally developed lecture videos.
This is not truly to the detriment of the learning experience and more of an aesthetic remark, but
it is, perhaps, and unintended irony to be participating in an Educational Technology graduate
program that does not have videos that utilize professional sound, video, graphics or animation.
In the future, I would recommend that Western Governors University allocate a bit of budget
expense and partner with an instructional designer that has videographer experience or a
multimedia agency that can work with instructional designers to produce the videos. This is said
with all due humbleness and respect.
Finally, I would like to thank my course mentor, Nina Smith. She has been wise
and supportive throughout the duration of my degree. I am in her debt.
References
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Appendix A
Appendix A shows the general overview of each lesson plan. The appendix also includes Lesson
Plan one in full as well as PowerPoint presentation one in full. For full access to all materials, please see
the Moodly website. The site’s address is: https://mastersthesiswgu.moodlecloud.com. The username is
admin. The password is audiobook.

Running head: THE IMPACT OF AUDIOBOOKS 59
Teacher’s Guide
Lesson 1: Rumpelstiltskin – Learning about the Main Idea
Time Needed: Learning Objectives
About one hour
Materials Needed: 1) Analyze the main idea of a reading
PowerPoint presentation passage
Packet 2) Discuss the meaning of supporting
Flip Chart Paper details
Copy Instructions 3) Examine the meaning of implied idea
Student reading and test (one each)
Half piece of paper for the anticipation activity
Step By Step
Anticipate By having students complete the Brothers Grimm mind map. Make
sure students feel free to add any ideas they can think of, even if they
might be wrong. After 5 minutes, have students share responses.
Discuss The Brothers Grimm PowerPoint Slide. Go over each Bullet point and
elaborate and solicit student responses as necessary. Tell students that
many of the fairy tales are fundamental to our culture today.
Poll
Display poll question and solicit student response. Discuss answers on
the following slide.
Distribute
Distribute reading pages.
Read
Give students 15 minutes to read through tale.
Free Write
Have students complete free write in their own notebooks
Present
Present slides on the reading comprehension topic of the day: The
main idea. Read the introduction paragraph (found on the slide) and
give the students a few minutes to think on the question: What is the
Poll main idea of the passage?
Group Activity Present poll question and answer on next slide
Assess Explain directions of the group activity (explained on PowerPoint

Slide.
Review and Close Give Students Test
Pass out the homework activity and explain directions.

1 5
What do you
know about
the Brothers
Grimm?
2 4
1 5
What do you
know about
the Brothers
Grimm?
2 4
3
The Brothers Grimm Fairy Tales were

written by ___________ and
____________ Grimm. Jacob and Wilhelm Grimm were
academic ____________ focusing on
the study of ______________.
Two of their famous tales include
____________ and _______________.
They were able to write the plots of the
Tales by ______________ family,
Some of the current TV shows based on neighbors and other countrymen.
the Brothers Grimm include
__________ and ____________.
The
- Brothers Grimm Fairy Tales were
written by ___________ and
____________ Grimm. Jacob and Wilhelm Grimm were
academic ____________ focusing on
the study of ______________.
Two of their famous tales include
____________ and _______________.
They were able to write the plots of the
Tales by ______________ family,
Some of the current TV shows based on neighbors and other countrymen.
the Brothers Grimm include
__________ and ____________.
Question Definition Example
Supporting Details
are:
The word implied

means:
The Main Idea is:
Question Definition Example
Supporting Details
are:
The word implied

means:
The Main Idea is:

Student Quiz Form
Question 1: In paragraph two, the Question 2: What detail would

author writes that the miller’s support the idea that that the Miller
daughter is summoned to the king to is greedy?
spin straw into gold. Later in the
paragraph “she sat and wept.” What A. He is wishing to be rich
is the reason she sat and wept? B. He lies to the king and gives her
daughter to him
A. She is angry at her father. C. He steals all the straw and turns
B. She doesn’t have any hope into gold
C. She will be killed if she doesn’t D. He partners with Rumpelstiltskin to
follow the kings orders steal his daughter’s baby
D. She is tricked by Rumpelstiltskin
Question 4: What detail would

Question 3: What detail would
support the idea that Rumpelstiltskin
support the idea that Rumpelstiltskin
enjoys power over others?
likes to play tricks?
A. He uses his magical power to gain an
A. He spins straw into gold
advantage over the Miller’s daughter
B. He takes all the Miller’s
when she is in danger
daughters money
B. He sings rhymes that confuse the other
C. He says that if the Miller’s
characters
daughter can name his name,
Question 5: What C. He tricks the Miller and his daughter
she shall keepisher
thechild
implied idea behind the Miller’s Daughter guessing
Rumpelstiltskin’s name three times? into giving away a child.
D. He likes to sing in rhyme
D. the
A. She is given three guess and does not know his name until He end
is able to have all the gold he wants
B. She is taking back the power from Rumpelstiltskin and using his tricks against him
C. She enjoys making Rumpelstiltskin look like a fool.
D. The Miller’s Daughter is just as greedy
Teacher Quiz Form

In paragraph two, the author writes that the miller’s daughter is summoned to the king to spin straw into
gold. Later in the paragraph “she sat and wept.” What is the reason she sat and wept?
A. She is angry at her father
B. She doesn’t have any hope
C. She will be killed if she doesn’t follow the kings orders
D. She is tricked by Rumpelstiltskin
What detail would support the idea that the Miller is greedy?
A. He is wishing to be rich
B. He lies to the king and gives her daughter to him
C. He steals all the straw and turns it into gold
D. He partners with Rumpelstiltskin to steal his daughters baby
What detail would support the idea that Rumpelstiltskin likes to play tricks?
A. He spins straw into gold
B. He takes all the miller’s daughters money
C. He says that if the Miller’s daughter can name his name, she shall keep her child
D. He likes to sing in rhyme.
What detail would support the idea that Rumpelstiltskin enjoys power over others?
A. He uses his magical power to gain an advantage over the Miller’s daughter when she is
danger.
B. He sings rhymes that confuse the other characters.
C. He tricks the Miller and his daughter into giving away a child
D. He is able to have the gold he wants for himself
What is the implied idea behind the Miller’s Daughter guessing Rumpelstiltskin’s name three times?
A. She is given three guesses and does not know his name until the end
B. She is taking back the power from Rumpelstiltskin and using his tricks against him
C. She enjoys making Rumpelstiltskin look like a fool.
D. The Miller’s Daughter is just as greedy and mean as the rest of the characters
When the queen heard this, she rejoiced, and when the dangerous little man
came, he asked, “What’s my name, your Highness?” she responded first by
guessing,
“Is your name Conrad?”
“No.”
“Is your name Henry?”
“No.”
“Is your name Rumpelstiltskin?”
“The devil to you that!” the little man screamed, and he ran off full of anger
and never returned.
Write your own ending!

Directions
For this activity, you will write a new ending to the Rumpelstiltskin story that will
change the meaning and the main idea of the story.
Your ending should be at least 4-6 sentences. You will turn in this ending at the
beginning of the next class period.
\
Teacher’s Guide
Lesson 2: Little Snow White – Learning how to summarize
About one hour
Materials Needed: 4) Analyze how to summarize of a
PowerPoint presentation reading passage
Packet 5) Discuss how the Five W’s help
Flip Chart Paper with summarizing
Brothers Grimm Fairy Tale – Little Snow White
Copy Instructions
\
Step By Step
Anticipate By having students complete the Silent Socratic Dialogue. Utilize the
LessonPowerPoint
3: Briarslide
Rose - Categorizing
to present the directions.
The Little Snow White Slide. Go over each Bullet point and elaborate
Discuss and solicit student responses as necessary.
Display poll question and solicit student response. Discuss answers on

Poll the following slide.

Distribute
Read Give students 20 minutes to read through tale.
Free Write Have students complete free write in their own notebooks
Present slides on the reading comprehension topic of the day:

Present Summarizing. Read the passage (found on the slide) and give the
students a few minutes to think on the question: What is the summary
of the passage?
Poll Present poll question and answer on next slide
Group Activity Explain directions of the group activity (explained on PowerPoint

Slide.
Assess
Give Students Test
Review and Close Pass out the homework activity and explain directions.
Teacher’s Guide
Time Needed Learning Objectives

About one hour
Materials Needed: 6) Analyze how to categorize
PowerPoint presentation literary elements
Packet 7) Discuss different plot items
Flip Chart Paper 8) Examine the meaning of plot,
Brothers Grimm Fairytale – Briar Rose climax, resolution and conflict
Copy Instructions
Step By Step
Anticipate By having students complete the Category graphic organizer. Utilize

Lesson 4: Thethe PowerPoint slide
Foundling andtoCause
present the
anddirections.
Effect
The Briar Rose slide. Go over each Bullet point and elaborate and
Discuss solicit student responses as necessary.
Poll Display poll question and solicit student response. Discuss answers on
the following slide.
Distribute Distribute reading pages.
Have student’s complete free write in their own notebooks

Free Write
Present Present slides on the reading comprehension topic of the day:

Categorizing. Read the passage (found on the slide) and give the
students a few minutes to think on the question: What type of
categories could find in this passage?
Group Activity Explain directions of the group activity (explained on PowerPoint

Slide.
Assess Give Students Test
Teacher’s Guide

About one hour
Materials Needed: 9) Analyze the cause and effect of a
PowerPoint presentation literary passage
Packet 10) Define signal words involved in a
Flip Chart Paper cause and effect relationship
Brothers Grimm Fairy Tale – The Foundling
Copy Instructions
Step By Step
Anticipate By having students complete the cause and effect table. Utilize
the PowerPoint slide to present the directions.
The Foundling slide. Go over each Bullet point and elaborate
Display poll question and solicit student response. Discuss
Poll answers on the following slide.

Read
Free Write
Present Cause and Effect. Read the passage (found on the slide) and give
the students a few minutes to think on the question.

Explain directions of the group activity (explained on
Group Activity PowerPoint Slide.
Give Students Test
Assess
Teacher’s Guide
Lesson 5: The Wandering of Thumbling - Compare and Contrast
About one hour
Materials Needed: 11) Analyze comparing and
PowerPoint presentation contrasting elements of the
Packet passage
Flip Chart Paper
Copy Instructions 12) Define signal words involved in a
Student reading and test (one each) compare and contrast relationship
Step By Step
Anticipate By having students complete the Venn Diagram. Utilize the
PowerPoint slide to present the directions of this activity.
The Thumbling slide. Go over each bullet point and elaborate
Poll
answers on the following slide.
Read
Free Write
Present Compare and Contrast. Read the passage (found on the slide)
and give the students a few minutes to think on the question.

Give Students Test
Assess
Teacher’s Guide
Lesson 6: The Six Swans – Analyzing Plot Elements
About one hour
Materials Needed: 13) Analyze the plot elements
PowerPoint presentation involved in the story
Packet
Flip Chart Paper 14) Discuss how minor conflicts lead
Copy Instructions to the climax of a tale
Step By Step
Anticipate By having students complete the KWL chart. Utilize the

PowerPoint slide to present the directions of the chart
The Six Swans slide. Go over each bullet point and elaborate
Poll
Read
Free Write Have student’s complete free write in their own notebooks
Present Analyze Plot Elements Read the passage (found on the slide)

Give Students Test
Assess
Teacher’s Guide
Lesson 7: The Three Little Men in the Forest – Analyzing Characters
About one hour
Materials Needed: 15) Analyze character traits and its
PowerPoint presentation application to the story
Packet
Flip Chart Paper 16) Define protagonist and antagonist
Copy Instructions
Step By Step
Anticipate By having students complete the character analysis activity.

Utilize the PowerPoint slide to present the directions of the
character activity.
Discuss The Three Little Men in the Forest slide. Go over each Bullet
point and elaborate and solicit student responses as necessary.
Poll Display poll question and solicit student response. Discuss
Distribute
Present Present slides on the reading comprehension topic of the day:

Analyze the character. Read the passage (found on the slide)
Present poll question and answer on next slide
Poll
PowerPoint Slide.
Group Activity
Give Students Test
Assess Pass out the homework activity and explain directions.
Review and Close
Teacher’s Guide
Lesson 8: A Story About A Brave Tailor – Identify Theme

About one hour
Materials Needed: 17) Identify the theme of a passage
PowerPoint presentation
Packet 18) Discuss the words explicit and
Flip Chart Paper implied
Copy Instructions
Step By Step
Anticipate By having students complete the Theme table. Utilize the
PowerPoint slide to present the directions of this activity.
The Tailor slide. Go over each bullet point and elaborate and
Discuss solicit student responses as necessary.
Poll Display poll question and solicit student response. Discuss

Read
Present Identify the Theme. Read the passage (found on the slide) and
give the students a few minutes to think on the question.

Assess Give Students Test

Appendix B
Teacher’s Guide
Pre-Test: The Frog King, Or Iron Henry
Time Needed: Objectives:

1) One - hour 1) Assess students’ knowledge
in 8 different concept areas
Materials Needed:
of reading comprehension
1) Story
2) Student Test Form
Copy Instructions:
1) Print off the story and test form
Step By Step
Tell students that they will be reading
 Explain a tale about the Brothers Grimm and
they will answer multiple choice
questions. Also explain that this will
be a new unit they are participating in
for the next several class periods.
 Distribute
Pass out the story and the test form.
 Time Set the timer for 60 minutes. If

students complete the test before the
time is up, have them complete a free-
read.
 Pick-up Collect the test forms for the

researcher to evaluate.
Test Form – Teacher Guide

Main Idea Question-Set
Question 1
In paragraph 6, the author writes:
The princess thought, “What nonsense the simple-minded frog is blabbering!

He’s got to remain in his water. But perhaps he can get me my ball. So I’ll
say yes to him.”
Which main idea does this detail support?
A. The Princess is selfish and wishes only for her things.

B. The Princess cares for the frog and wants what is best for him.
C. The Princess thinks the frog is gross.
D. The Princess and the Frog will become best friends.
The Correct Answer is A.
Question 2
Which detail best supports the idea that the King thinks that once a promise is made it should be kept.
A. The princess was terrified of the cold frog.
B. The King became angry when the princess didn’t want to take the frog to her room
C. The princess threw the frog against the wall which turned the frog into a prince
D. The princess and the prince lived happily ever after
The Correct Answer is B
Question 3
What supporting detail verifies the idea that the princess values a creature’s looks more than anything
else?
A. She calls the frog nasty and avoids him.
B. The princess likes the way her golden ball looks
C. The frog becomes a handsome prince and then she considers him to be her companion.
D. The faithful servant’s, Henry, bands around his heart break upon seeing his master again.
The Correct Answer is C.
Summarizing Question-Set
Question 4
What answer best summarizes the idea that the prince was under a spell?
A. The frog is thrown against a wall and then becomes a handsome prince
B. The frog is able to live outside of water
C. The princess did not know the frog was a prince
D. The King demands that the princess take cares of the frog
Question 5
The golden ball represents the princess’ immaturity.
A. True
B. False
The Correct Answer is True.

Question 6
Which statement best summarizes the last paragraph of the story?
A. The servant, Henry, was hurt in the past.
B. The servant, Henry, cared deeply for the prince
C. The carriage broke and the servant saved the prince
D. The servant was jealous of the princess.
Categorizing Question-Set
Question 7
What would you categorize this response of the frog’s as: “Princess, youngest daughter, open up!
Don’t’ you remember, what you said down by the well’s cool water?”
A. A plea
B. An angry retort
C. A statement
D. A joke
The Correct Answer is A
Identifying Cause and Effect Question Set

Question 8
How did going back on her promise first affect the princess?
A. It caused her to gain a new friend
B. She was able to keep her golden ball

C. She became angry and disgusted at having to have the frog eat with her.
D. She remembered to love her father, the King.

Question 9
The breaking of the servants iron bands around his heart was caused by:
A. The prince breaking the spell and becoming human again
B. The princess losing her battle to stay away from the frog
C. The king’s order to house the frog in the castle
D. The princess throwing the frog against the wall

Question 10
What might the author being trying to tell the reader is the moral of the story.
A. Stay true to your promises
B. Be careful about who you become friends with
C. Becoming angry is good for your health
D. Obey the king in all things
Compare and Contrast Question Set

Question 11
How are the princess and frog similar?
A. They both are vain
B. They both love to eat food
C. They both want something from the other
D. They both come from the same kingdom

Question 12
How are the princess and the frog different?
A. The princess wants an object while the frog wants friendship
B. The princess is nice and the frog is mean
C. The princess loves jewelry while the frog loves food
D. The princess does not like creatures while the frog does.
Analyzing Plot Elements Question Set

Question 13
Which sentence(s) from the story belongs to the exposition?
A. Once upon a time there was a princess who went out into the forest and sat down at
the edge of a cool well. She had a golden ball that was her favorite plaything.
B. “Well, I don’t want your peals, your jewels, and your clothes.”
C. The next day the princess sat at the table and heard something coming up the marble
steps, splish, splash! splish, splash!
D. When the frog was up at the table, he said: “Now push your little golden plate nearer
to me so we can eat together.”

Question 14
What sentence(s) would be considered the climax of the story?
A. “Oh, she said, “you nasty frog, you can’t help me! My golden ball has fallen into the
water.”
B. The king said: “You must keep your promise no matter what you said. Go and open the
door for the frog.”
C. “Now I’m tired and want to sleep. Bring me upstairs to your little room. Get your little
bed ready so that we can lie down in it.”
D. She threw him crash! Against the wall. “Now you’ll leave me in peace, you nasty frog!
But the frog didn’t fall down dead. Instead, when he fell down on the bed, he became a
handsome young prince.
The Correct Answer is D.

Question 15
What sentence(s) would be considered a complication in the story?
A. The next morning a splendid coach arrived drawn by eight horses with feathers and
glistening gold harnesses.
B. The king said: “You must keep your promise no matter what you said. Go and open the
door for the frog.”
C. The frog dipped his head beneath the water and dived down.
D. Two more times the prince heard the cracking noise and thought the coach was
breaking…
The Correct Answer is B.

Analyzing the Character Question Set

Question 16
On the basis of the details in the passage, what does the king expect of his daughter?
A. She needs to think for herself and be independent
B. She should obey the king’s edicts and requests
C. She is to be a perfect princess
D. She should not be friends with the frog.

Question 17
The narrator calls the servant, Faithful Henry because?
A. Henry is doing what he is told
B. Henry is loyal and cares for the prince
C. Henry is married and faithful to his wife
D. Henry has faith in God.

Question 18
The narrator illustrates the princess’s innocence by saying,
A. She cares for a toy, the Golden Ball, above anything else at the beginning of the story.
B. She doesn’t care for anybody but herself
C. She falls in love easily with the prince
D. She becomes angry with her father.

Question 19
The passage about the frog following the princess home and knocking on her door illustrates what
personality trait of the frog’s:
A. Loyalty
B. Stalking
C. Persistence
D. Love
The Correct Answer is C
Identify Theme Question Set

Question 20
Which sentence best states the theme of the story?

A. Immaturity pays off in the end
B. Honesty and promises are to be kept
C. Listen to your father
D. Frogs can turn in to princes
Pre-Treatment Survey
Directions: Answer each question to the best of your ability. All answers will be
confidential. For short answer responses, please give a complete response.
Short Answer Responses
1) Are you a good reader? Why or why not?
2) Do you like to read? Why or why not?
3) Describe you reading ability in one word.

Scale Questions
For each of the questions below, circle the response that best characterizes how you feel about
the statement. The responses are 1 = Strongly Disagree, 2 = Disagree, 3 = Neutral, 4 = Agree,
and 5 = Strongly Agree
Strongly Strongly
Disagree Disagree Neutral Agree Agree
I enjoy reading 1 2 3 4 5
When I read, I see images 1 2 3 4 5

in my mind
I read for fun 1 2 3 4 5
I read at least 30 minutes a

day 1 2 3 4 5
I have access to many types

of reading materials 1 2 3 4 5
Reading is very important

to me 1 2 3 4 5
Reading has always been a

difficult task 1 2 3 4 5
When I was young, my

parents read to me a lot 1 2 3 4 5
Reading for me is like

seeing a movie play in my 1 2 3 4 5
mind.
Teacher’s Guide
Post-Test: The Expert Huntsman
Time Needed: Objectives:
2) One - hour 2) Assess students’ knowledge
in 8 different concept areas of
Materials Needed:
reading comprehension
3) Story
Citation:
4) Student Test Form
Story retrieved by Open Source
Copy Instructions: copyright
2) Print off the story and test form
Step By Step
 Explain Tell students that they will be reading

a tale about the Brothers Grimm and
they will answer multiple choice
questions. Explain that this test will
assess the unit’s skills they have been
practicing.
 Distribute
Pass out the story and the test form.
 Time Set the timer for 60 minutes. If

students complete the test before the
time is up, have them complete a free-
read.
 Pick-up Collect the test forms for the

researcher to evaluate.
Teacher Test Form

Main Idea Question-Set
Question 1
In paragraph 3, the author writes:
So the young man wandered about looking for work. After some time he
found that he was not very successful as a locksmith. Moreover, the trade
no longer suited him, for he had to become a huntsman. Then one day
during his travels he met a huntsman clad in green, who asked him where
he had come from and where he was going. The young man told him he
was a locksmith but no longer liked the trade and wanted to become a
huntsman, and he asked whether the man could take him on as an
apprentice.
What’s the main idea the author conveys in this passage?
A. That the young man was a terrible locksmith

B. That the young man was searching for what he wanted to do in life
C. That the young man was an excellent huntsman
D. That the young man became an apprentice.
Question 2
Which detail best supports the idea that the king values honesty from his subjects?
A. He banishes the princess from the castle to live as a peasant
B. He rewards the huntsman after he killed the giants
C. He kills the captain after the captain answers his riddle
D. His subjects treat him with respect
Question 3
What supporting detail verifies the idea that the huntsman is seeking his parent’s adoration?
A. He asks his father for money to go on a trip
B. He collects tokens from his adventure to show his father his success
C. He asks to change careers from a locksmith to a huntsman
D. He wants to become king of the land and marry a princess

Summarizing Question-Set
Question 4
What answer best summarizes the huntsman’s interactions with the giants
A. The young huntsman kills the evil giants and steals their treasure
B. The young huntsman saves the princess and earns her hand in marriage
C. The young huntsman tests his courage, kills the giants and sees his first career success.
D. The young huntsmen almost dies in a fight with the giant
Question 5
The tokens (Giants tongues and Saber) the Huntsmen collects represent his first career success
and a coming-of-age?
A. True
B. False
The Correct Answer is True.

Question 6
Which statement best summarizes this Brother’s Grimm Tale
A. A young huntsman sets out on his first adventure as an adult, faces big challenges and
succeeds, and sees his reputation rise.
B. A young huntsman is faced with a series of obstacles
C. A young huntsman learns the skills of his trade and wins a princess
D. A young huntsman earns the praise of the entire kingdom.
Categorizing Question-Set
Question 7
What particular literary element would you categorize the following passage in?
“There was a large river at the other end of the forest, they
explained, and on the other side of the river was a tower.”
A. Character
B. Conflict
C. Climax
D. Setting
The Correct Answer is D
Identifying Cause and Effect Question Set

Question 8
What did the initial failure as a locksmith cause the young man to do?
A. He avoided his father due to his failure
B. He realized it wasn’t the job for him and he changed careers
C. He went to a life of crime and slayed giants
D. He tricked the king into letting him become part of his court

Question 9
What was the effect of the Young Huntsman taking the saber, giant tongues and clothing from
the princess?
A. He was caught and jailed for stealing
B. People of the court were accused of stealing and died horrible deaths
C. He used the items to win the king’s favor by showing that he saved the princess
D. He put them in a vault so that his children could see the items when they grew older

Question 10
The Captain’s death at the hands of the King was caused by,
A. The Young Huntsman’s trickery as he manipulated the king into winning his kingdom
B. The captain lying and taking credit for something he didn’t do
C. The princess’s disgust of the captain and all he stood for
D. The captain’s inability to save the princess from the young huntsman
Compare and Contrast Question Set

Question 11
How are the Young Huntsman and the Giants similar?
A. They are all evil creatures
B. They are all ambitious and want treasure
C. They all want to marry the princess
D. They all want to take over the kingdom

Question 12
How are the Young Huntsman and the Princess different?
A. The Giants want treasure because they are greedy, while the Young Huntsman wants
treasure to prove himself to his father and society
B. The Giants want to prove themselves to the world, while the Young Huntsman is
greedy.
C. The Giants want to take over the kingdom, while the Young Huntsman wants to live a
life in solitude.
D. The Young Huntsman wants to take over the kingdom, while the Giants want to live a
life in solitude.
Analyzing Plot Elements Question Set

Question 13
Which sentence(s) from the story belongs to the exposition?
A. When the old king saw the proof, all his doubts vanished, and he said he was glad and
that the huntsman was entitled to marry the princess.
B. The king told him [the captain] that he had pronounced his own sentence. The captain
was thrown into prison and subsequently torn into four pieces.
C. Once upon a time there was a young fellow, and after he had learned the locksmith’s
trade, he told his father that he had to go out into the world and try his luck.
D. Then the huntsman took his gun and shot a piece of meat away from the first giant’s
mouth just as he was about to bite into it. He did this also to the second giant.

Question 14
What sentence(s) would be considered the climax of the story?
A. Then they went to the old king together, and she led her father into her room and told him
the huntsman had saved her. When the old king saw the proof, all his doubts vanished,
and he said he was glad and that the huntsman was entitled to marry the princess.

Question 15
What sentence(s) would be considered a complication in the story?
A. Then they went to the old king together, and she led her father into her room and told him
the huntsman had saved her. When the old king saw the proof, all his doubts vanished,
and he said he was glad and that the huntsman was entitled to marry the princess.
The Correct Answer is D
Analyzing the Character Question Set

Question 16
On the basis of the details in the passage, what does the king expect of his daughter?
Now the king had an ugly, one-eyed captain, who claimed that he had done it [killed the giant].
Thereupon the old king announced that he was entitled to wed his daughter since he had saved her. But
the maiden said, “Dear father, I’d rather leave home and go as far away from here as my legs will carry
me than marry him.
A. To obey him
B. To give him a grandchild
C. To run away from home
D. To kill the captain

Question 17
One the basis of the passage:
So the first giant came and crawled inside, and as soon as his head
appeared, the huntsman took the saber and sliced off his head and shoved
his body completely inside. Then he called the second giant and sliced his
head off, too, and shoved him inside. Finally, he called the third giant and
told him that they already had the princess. So he came crawling inside,
and he fared no better than the two other giants.
one could best characterize the third giant as?
A. Gullible
B. Loyal
C. Evil
D. Cynical:

Question 18
The narrator illustrates the king’s ruthless disregard for even loved ones when:
A. The king takes the huntsman as his son
B. The king banishes his daughter and commands people to break her earthen wares
C. The king sentences the captain to death by being quartered
D. The king takes the Giants’ tongues
Question 19
The passage about the Captain claiming credit for the killing of the giant’s displays what personality trait?
A. He is deceitful
B. He is wily
C. He is sly
D. He is sincere
Identify Theme Question Set

Question 20
Which sentence best states the theme of the story?
A. A boy comes of age and becomes a man
B. A trickster hoodwinks powerful people
C. An immature princess wins the heart of a prince
D. Patience is a virtue

Survey
Directions: Answer each question to the best of your ability. All answers will be
confidential. For short answer responses, please give a complete response.
Short Answer Responses
1) Do you read well? Why or why not?
2) Would you read the Brothers Grimm Fairy tales for fun? Why or why
not?
3) Did you improve your reading skills since the unit began? Why or why
not?
THE IMPACT OF AUDIOBOOKS
Scale Questions 99
For each of the questions below, circle the response that best characterizes how you feel about
the statement. The responses are 1 = Strongly Disagree, 2 = Disagree, 3 = Neutral, 4 = Agree,
and 5 = Strongly Agree
Strongly Strongly Agree

Disagree Disagree Neutral Agree
When I read the Brothers 1 2 3 4 5

Grimm, I saw a movie playing in
my head
1 2 3 4 5
If I had a copy of the Brothers
Grimm, I would read it to my
family
I would read the Brothers 1 2 3 4 5

Grimm for fun
I have started reading more

than 30 minutes a day outside of 1 2 3 4 5
class
I think I could get a copy of the

Brothers Grimm Fairy tales if I 1 2 3 4 5
want to
Reading is very important to me

1 2 3 4 5
Reading the Brothers Grimm

was difficult for me 1 2 3 4 5
When I read, I could picture the

Grimm characters in my mind 1 2 3 4 5
Appendix C
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The Impact of Audiobooks on Reading Comprehension and Enjoyment

Thesis · June 2016

Christopher Ryan Wagar

The user has requested enhancement of the downloaded file.

The Impact of Audiobooks on

Reading Comprehension and Enjoyment

A Capstone Presented to the Teachers College Faculty

of Western Governors University

in Partial Fulfillment of the Requirements for the Degree

Master of Education – Learning and Technology

June 26, 2016

comprehension skills and enjoyment of reading.

Topic and Problem

drops out of the class entirely (Wolfson, 2008; COABE, 2013).

Reading with a high level of fluency is essential to comprehension. Competent reading is

involved in reading—decoding, syntax analysis—they will not be able to participate in higher

level comprehension activities. Additionally, insufficient comprehension skill means a deficit in

reading and listening to literature and increasing knowledge is symbiotic.

learner is necessary and urgent.

One of these strategies is the use of audiobooks.

successful instructional strategy for the struggling adult reader.

(Yarosz & Barnett, 2001; COABE, 2013).

infuses skill-sets that include better communication and conflict-resolution.

Significance of the problem. There is an immense population of Adult learners without

Frustration follows, and negative emotions create an unfavorable learning environment.

1) What is the difference in adult learners reading comprehension when an audio-book

instructional program is implemented as measured by pre-treatment and post-

treatment reading comprehension assessments and lesson assessments?

2) What is the perception of adult learners reading enjoyment when an audio-book

Topic and Problem Conclusion

an improvement in a student’s fluency, vocabulary, comprehension, and motivation when

However, there is little direct research on an audiobook’s effectiveness for struggling

struggling adult reader.

Review of the Literature

Overview of the Literature

audiobooks have on reading enjoyment. Finally, there is a discussion on audiobooks and

levels. There is also a commentary on best practices in utilizing audiobooks in an instructional

acknowledgment that more research is needed for this student demographic.

Topic Specific Literature

Audiobooks. Audiobooks should factor into any comprehensive reading program.

become a billion-dollar industry (Benson, 2011).

motivation to reluctant readers.

McLaughlin, 1996; Whittingham et al., 2012).

audiobooks in an assisted reading program provide another opportunity to increase the

understanding and appreciation of the written word.”

been successfully implemented with children of learning disabilities and second-language

A competent fluency model also improves vocabulary. The importance of increased

student focuses on comprehension. Chang’s study (2011) showed a statistically significant

Reading Enjoyment and Audiobooks. An essential corollary to reading skill is reading

pleasurable or meaningful experience” (P. 10).

develops from the successful completion of an audiobook. Successful completion of multiple

one continually searches out new literature and new information.

Reading Comprehension and Audiobooks. The ultimate goal of reading a text is to

a significant increase in the reading ability of participants following an audiobook instructional

Audiobooks also improve the comprehension skills of English Language Learners

students’ understanding of the text is assisted by the verbal techniques employed by a

behind a text or conversation.

disabilities as well as a wide spectrum of reading skill. In regards to struggling readers,

Discussed in another way, Wolfson (2008) described:

The use of audiobooks with struggling, reluctant, or second-language learners is

and vocabulary of more difficult books. (P.108)

Current Best Practices. Technology is a tool. When implementing a particular