WWC review of this study

Same-Language-Subtitling (SLS): Using subtitled music video for reading growth.

McCall, W. G., & Craig, C. (2009). In G. Siemens & C. Fulford (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2009 (pp. 3983–3992). Chesapeake, VA: AACE. Retrieved from http://www.editlib.org/p/32055.

  •  examining 
    149
     Students
    , grades
    9-12

Reviewed: January 2013

At least one finding shows promising evidence of effectiveness
At least one statistically significant positive finding
Meets WWC standards without reservations
Comprehension outcomes—Statistically significant positive effect found for the domain
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Reading comprehension

Same-Language-Subtitling (SLS) vs. Business as usual

Delayed post intervention

Secondary school students ages 14-19 with learning disabilities;
149 students

833.70

696.00

Yes

 
 
36
 

Reading comprehension

Same-Language-Subtitling (SLS) vs. Business as usual

Post intervention

Secondary school students ages 14-19 with learning disabilities;
149 students

821.70

767.00

Yes

 
 
18
 


Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Characteristics of study sample as reported by study author.

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    Hawaii
 

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