Editor’s Note: Dr. Teri Lesesne of Sam Houston State University received a grant from the Texas Library Association and DEMCO to research the use of audiobooks in a junior high school setting. Here are the results of her fascinating case study.
During the summer of 2003, following some professional writing work for Listening Library, I was able to place at Moorhead Junior High School approximately 25 different unabridged audiobooks. Additionally, some publishers graciously donated audiobooks to the school after learning about the project. The first half of the funds from this grant permitted the school to purchase cassette tape players, headphones, and bags to hold the players when students checked them out of the library. The librarian made certain she bought “cool” bags that would make carrying the tape player and books the thing to do as we know that peer perception and peer pressure play a role in motivation.
In the fall, we surveyed two classes of seventh graders selected to participate in the audiobook project. These classes were selected in part because their teachers were willing to allow these students to select an audiobook to listen to in lieu of a more traditional “reading” of a book. The classes were also selected as the students in the classes are either unmotivated and/or struggling readers.
Survey (see attached survey used) results indicated that the students were not avid readers which is what we had expected to see. We used the other information on the survey to help direct each student to a book we believed she or he might find interesting.
During the fall of 2003, students in the classes each selected or was given an audiobook to read. She or he also received a cassette player and headphone set to facilitate this “reading.” These same students will be given another audiobook after Christmas break. Along with the usual work done for the teacher, students will be asked to complete a short survey about their listening experiences.
In the spring, we decided to expand our use of audiobooks to two more classes, these in the high school. One class is an ESL class that works with second language learners; the second class works with students identified as dyslexic. The librarian took the audiobooks (and the corresponding books themselves since we want kids to have both text and tape) into the classroom and talked to students about the stories. Students were permitted to check books and tapes out on the spot (these books and tapes are not part of the school collection). Teachers allowed time in class to listen/read. The librarian reported this after her first visit to the classroom:
“I gave the tapes to one of the classes that needed special TAKS help and they went right back to class to start reading and listening. They read for 45 minutes without being prompted.”
A teacher whose students were involved in the project reported that one of her students “read” three books. This was a student who had never participated in class, but once the kids began listening to the books, she became “completely engrossed.” This teacher’s assessment: “This was the best reading activity we could have given these kids!” Another teacher commented that one of her non-readers was so enthralled with the audiobooks that he asked to read the sequel on his own outside of class.
So, what have we learned as a result of this study?
- Audiobooks do motivate those reluctant readers to read more and to complete the reading of a book.
- On the survey, students agreed that being able to listen to the book and follow along with the reading was important to them.
- Students all agreed that they would listen to another audiobook.
- Students all enjoyed the listening experience.
- Most students listened/read both inside and outside of class.
- Audiobooks have real value for the ESL and dyslexic student.
How do we plan to spend the remaining funds?
- We wish to purchase some CD audiobooks and some CD players. We have discovered, much to our chagrin, that more students have CD players at home and in their family vehicles.
- We want to purchase some of the classics on audio and see if we can get some more participation among high school English teachers.
- We will purchase some more copies of the books for which we already have audio versions so that perhaps more than one student can use the audio at the same time.
While this research is still in its infancy, we are very encouraged by the results we have seen to date. We wish to thank TLA for their generous support of this research.
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