Research on Using Subtitled Music for Reading Growth
A review of the report from a study of “Same Language Subtitling (SLS): Using Subtitled Music for Reading Growth” is now on the website of the U.S. Department of Education. Here are some excerpts:
What is this study about?
This randomized controlled trial examined the impacts of Same-Language-Subtitling (SLS), a karaoke-style subtitling intervention, on the reading comprehension skills of secondary school students in Kaneohe, Hawaii.
Researchers randomly assigned 198 secondary school students with learning disabilities (ages 14 to 19) to either special education classrooms using the SLSintervention or comparison classrooms (special or general education). The final study sample consisted of 51 students in the intervention condition and 98 students in the comparison condition.2