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Lutfin, & Arsyad (2019) studied the implementation of audio books as teaching media for blind students to learn English. The results of the study indicated that the implementation of audio books helped students in the learning process. Since audio books are convenient to use anywhere and anytime, student motivation in learning was increased.
The NLS was established by an act of Congress in 1931, and was amended in 1934 to include sound recordings (talking books). The program was expanded in 1952 to include blind children, in 1962 to include music materials, and in 1966 to include individuals with physical impairments that prevent the reading of standard print. [6]
at Audio-Supported Reading page on the AEM Center site. While this earlier work focused on ASR in relation to students who are blind or have low vision, here we expand the discussion to include students with specific learning disabilities. Part I of this paper describes the evolution of the concept of “specific learning disability”
The Books for the Blind Program is an initiative of the United States National Library Service for the Blind and Physically Handicapped (NLS) which provides audio recordings of books free of charge to people who are blind or visually impaired. [1] [2] The program has included audio recordings of books since 1934 and digital book efforts began ...
Learning Ally, previously named Recording for the Blind & Dyslexic ( RFB&D ), is a non-profit volunteer organization operating nationwide in the United States. It produces and maintains a library of educational accessible audiobooks for people who cannot effectively read standard print because of visual impairment, dyslexia, or other disabilities .
Audiobooks and engagement with reading • 1 in 5 (21.7%) children and young people said that listening to an audiobook or podcast has got them interested in reading books. o More children and young people who enjoy listening say that they also enjoy reading, compared with children who do not enjoy listening (58.3% vs. 46.1%).
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