Jade Jennings

#17

Students
Targeted:

READING WITH
AUDIO TEXT
USING SLICK
What is reading with audio text using SLiCK?
Text recording is one alternative way to present content. Audio recordings
preserve the text in its original format, avoiding some of the pitfalls of typical
textbook adaptations.
There are at least four reasons why students fail to read effectively:
Phonemic awareness deficits, failure to learn and apply effective reading
strategies, Lack of motivation to learn to read, inadequate teacher preparation
in strategies and methods of reading instruction. Compared to independent
textbook reading, an audio textbook can be an effective tool for increasing
content acquisition of high-level academic content. Slick was designed to
direct the readers attention to important parts of the text, cue active listening,
and synthesize and integrate the new information with the students existing
knowledge.

Although all students

could use this strategy,
it is used for students
with LD and other mild
cognitive disabilities to
be skilled in actively
processing textual
information in a way
that facilitates
understanding and
remembering. Also
could be used for
students with emotional
disturbance, visual
impairments,
speech/language
impairment, or other
health impairments
such as deficit
hyperactivity disorder.

Jade Jennings
#17

Implementing the plan

Strategy
Purpose:

First students listen to a CD, as they are listening they use the SLiCK strategy which
was designed to include four tasks:
Set it up, look ahead, comprehend, and keep it together. Each of those strategic tasks
required the student to use the text and recording materials to attend to and take notes
about important information in the reading.

Reading with audio text

using SLiCK is used for
students to
increase the
effectiveness of the
audio textbook by
providing both learning
and organizational
strategies. This strategy
is used to enhance
comprehension and
learning of material
delivered in an
alternative format,
incorporating sound
learning principles and
strategies necessary for
the academic success of
all students and also,
students with learning
disabilities.

The end result was that the student would produce a set of notes on the readings that
were clear and complete.

SLiCK:
-Set it up component cued the students to properly prepare for reading by readying
the materials (the CD and the CD player, and have the worksheet)
- Look ahead was to familiarize the student with the main ideas and the organization
of the section of text to be read. Student would look ahead in the chapter at the
pictures, vocabulary, subheadings and headings included in the reading onto the
outline form during this time.
-Comprehend was for the student to listen, read along, and list important details
that support the text. The student would listen and follow along, pause if necessary, list
the important details on the outline, and ask themselves, What does this reading
mean?
-Keep it all together was designed to facilitate global comprehension of the text. The
students would reread the syntheses, combine them to get the bigger picture, and
finally, to anticipate test questions based on the syntheses.

Resources:
Boyle, A.E., Roserberg, S.M., Connelly, V.J., Washburn,
S.G., Brincherhoff L.C., & Banerjee, M. (2003). Effects of
Audio Texts on the Acquisition of Secondary- level
Content by Students with Mild Disabilities. Learning
Disability Quarterly 1-11
Boyle, A.E., Roserberg, S.M., Connelly, V.J., Washburn,
S.G., Brincherhoff L.C., & Banerjee, M. Readings SLiCK
with New Audio Texts and Strategies.(2002). Teaching
Exceptional Children. 50-54
Bouck, E.C., & Meyer, N. K., eText, Mathematics, and
students with Visual Impairments. (2012) Teaching
Exceptional Children. (45) 42-49