Comparison of comprehension scores of learning disabled high school students for content presented aurally at variable rates of speech.

B. J. D'Alonzo, Stanley Zucker

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

60 learning disabled students, 43 males and 17 females, enrolled in a high school special education resource-room program listened to content presented at variable rates. The 60 subjects were randomly assigned to six experimental groups of 10 students each. Three groups were assigned to listen to content in history each at one of three predetermined rates. The same procedure was used for the three groups assigned to listen to biological content. Measures of comprehension of the content indicated no significant difference in the amount of information each group of students retained when the historical or biological content was presented to their particular group aurally at an expanded, normal, or compressed rate of speech.

Original languageEnglish (US)
Pages (from-to)499-505
Number of pages7
JournalPerceptual and Motor Skills
Volume53
Issue number2
StatePublished - Oct 1981
Externally publishedYes

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Learning
Students
Special Education
History

ASJC Scopus subject areas

  • Psychology(all)
  • Experimental and Cognitive Psychology

Cite this

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