Schnirman, R. K. (2005). The effect of audiocassette presentation on the performance of students with and without learning disabilities on a group standardized math test (Publication No. 3180285) [Doctoral dissertation, Florida Atlantic University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/305454672

Florida Atlantic University (Boca Raton, FL); ProQuest document ID: 305454672

One purpose of the study was to conduct an empirical investigation of the effects of audiocassette presentation by comparing the performance of students with learning disabilities (LD) and students from general education (GE). Another was to investigate the relationship, if any, between the level of knowledge of mathematics vocabulary and the benefit of audiocassette presentation for the students with LD.

The participants consisted of 48 middle school students, 24 students with learning disabilities and 24 students without disabilities, in Florida (U.S.).

The participants were tested on parallel forms of the Math section of the Iowa Test of Basic Skills. Half of each group tested with form K under standard administration and received audiocassette presentation for form L. The other half of each group was tested with form L under standard administration and audiocassette presentation for form K. Finally, the Vocabulary subtest from the Test of Mathematical Abilities, 2nd edition (TOMA-2) was administered.

No statistically significant differences were found, which was attributed, in part, to small sample size. Minimal change in the mean performance of either group occurred after audiocassette presentation for Math Concepts. The group mean for LD on Problem Solving improved slightly with the accommodation. A floor effect, along with the students' level of academic language proficiency, may have affected the results. Some students improved their scores with audio presentation, but others scored lower.