THE EFFECTIVENESS OF TAPED READING INSTRUCTION IN INCREASING THE READING RATE AND COMPREHENSION OF UNDEREDUCATED ADULTS

This study analyzed reading rates and reading comprehension as they relate to two methods of reading: 1) silent and 2) aural-silent using a tape recorder. Adults (N = 100) who were either grade school or high school dropouts were administered two com-parable selections from which to read and to answer questions. From one selection, Ss read silently; and from the second, they read silently as they listened to the selection recorded at approxi-mately 127 wpm. When the two methods were compared, taped instruction resulted in statistically significant (p <.05) improve-ment of both speed and comprehension. However, there were indications that 127 wpm was too slow for Ss reading above the 8th grade level and resulted in dysfunction in both rate and com-prehension. THE PROBLEM Most successful adult basic education teachers attempt to individ-ualize instruction because of the diversity of achievement represented by adult students. Deterents to individualized instruction are lack of adequate ways of diagnosing academic problems, a dearth of treatmen