|Title:||WWC Review of the Report "Same-Language-Subtitling (SLS): Using Subtitled Music Video for Reading Growth"|
|Description:||The 2009 study, Same-Language-Subtitling (SLS): Using Subtitled Music Video for Reading Growth, examined the impacts of SLS, a karaoke-style subtitling intervention, on the reading comprehension skills of secondary school students in Kaneohe, Hawaii. SLS uses videos with captioned text that changes color in synchronization with the audio. This practice aims to encourage reading and increase reading proficiency. Researchers randomly assigned 198 secondary school students with learning disabilities (ages 14 to 19) to either special education classrooms using the SLS intervention or comparison classrooms (special or general education). The final study sample consisted of 51 students in the intervention condition, who were exposed to SLS for 12 weeks, and 98 students in the comparison condition, who received the school’s regular curriculum. To assess the effects of the program, researchers compared the reading comprehension scores on the achievement tests of students in both groups at the end of the 12-week intervention in June, and again after the summer break in September. Intervention students scored significantly higher on the reading comprehension achievement posttests at both points in time than students in the comparison condition. This study is a well-implemented randomized controlled trial, and the research described meets WWC evidence standards without reservations.|
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|Cover Date:||January 2013|
|Web Release:||January 8, 2013|
|Publication #:||WWC SSR0108
|Type of Product:||Single Study Review|
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