I’m seeing a lot of great benefits from using iPods loaded with audio books as the listener follows along with the text for my developing readers at Canby High School. Here are some of the things I’m noticing:
1. Students are staying with books that are “popular” but more difficult than they would read on their own.
2. Students comment that they can “see” the movie play out in their minds much more vividly.
3. One student noted that the actor is making inferences easier for her just by interpreting the text via his voice inflections.
4. Students are noticing difficult words in print that they normally skim over or skip.
5. One student noticed a complicated plot structure that he linked to a movie plot but never experienced with a book before.
I’m excited about the apparent growth of my readers but wonder what research has to say about audio books, following along with the text, and developing readers. Does anyone know?
I’d love to write a grant to get more iPods, but I need to convince a grant committee that this is solid practice. Thanks for anything you can send me. Also, if you want details on how we’re using the iPods, leave a comment, and I’ll get back to you.
This methodology certainly is positive. There are so many different ways to get students involved in reading we only need to think outside the box a little. I notice a very little one (my year old granddaughter) learning words like apple from a video she gets to watch once in a while. Now she can identify apple and other things in a board book I gave her. This is the beginning of reading.
I’m seeing a lot of great benefits from using iPods loaded with audio books as the listener follows along with the text for my developing readers at Canby High School. Here are some of the things I’m noticing:
1. Students are staying with books that are “popular” but more difficult than they would read on their own.
2. Students comment that they can “see” the movie play out in their minds much more vividly.
3. One student noted that the actor is making inferences easier for her just by interpreting the text via his voice inflections.
4. Students are noticing difficult words in print that they normally skim over or skip.
5. One student noticed a complicated plot structure that he linked to a movie plot but never experienced with a book before.
I’m excited about the apparent growth of my readers but wonder what research has to say about audio books, following along with the text, and developing readers. Does anyone know?
I’d love to write a grant to get more iPods, but I need to convince a grant committee that this is solid practice. Thanks for anything you can send me. Also, if you want details on how we’re using the iPods, leave a comment, and I’ll get back to you.
Cheers!
Joan
I found the information I was looking for on reading research and the use of iPods and technology:
http://www.eusd4kids.org/edtech/iRead.html
Cheers!
Joan
This methodology certainly is positive. There are so many different ways to get students involved in reading we only need to think outside the box a little. I notice a very little one (my year old granddaughter) learning words like apple from a video she gets to watch once in a while. Now she can identify apple and other things in a board book I gave her. This is the beginning of reading.
i love to listen on audiobooks while travelling on a bus, i could learn a lot from it while travelling ;,`
,’, I am really thankful to this topic because it really gives useful information .”: