WWC Review of the Report “Same-Language-Subtitling (SLS): Using Subtitled Music Video for Reading Growth”: What Works Clearinghouse

Report Details

Released:	January 2013
Grades Examined:	High School
Topic:	Children and Youth with Disabilities, Literacy
Review Protocol:	Single Study Reviews

WWC Rating

Meets WWC evidence standards without reservations

Handy Definitions

A review of an individual study that includes the WWC’s assessment of the quality of the research design and technical details about the study’s design and findings.

The result of the WWC assessment of a study.

The highest possible rating for a study reviewed by the WWC.

The middle possible rating for a study reviewed by the WWC.

A study with a low level of causal evidence.

Download Review (229 KB)

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. Teachers in the intervention condition used SLS to encourage reading and increase reading proficiency over a 12-week period.

What did the study find?

The study did not report the statistical significance of the impact of the SLS intervention. However, WWC calculations indicate that students in the SLS intervention condition scored significantly higher than students in the comparison condition on the reading comprehension achievement posttests.

Citation

McCall, W. G., & Craig, C. (2009). Same-Language-Subtitling (SLS): Using subtitled music video for reading growth. 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.