Source: Teacher Education and Special Education, 35(3), August 2012, p. 243-257.
In this study, the authors investigate whether the sequence of instruction for Content Acquisition Podcasts (CAPs) exposure (preview or review) paired with textbook reading affected knowledge gains on topics related to students with disabilities.
They randomly assign preservice teacher candidates from two large public universities to one of three conditions:
(a) CAP exposure preceding reading,
(b) CAP exposure following reading, and
(c) reading with graphic organizer/outline alone.
A 40-item multiple-choice pre- and posttest measured participant knowledge of two topics: “Learning Disabilities” and “High-Functioning Autism.”
Students in both CAP groups significantly outperformed students from the Text-Only group on both experiments, but order of CAP exposure did not result in significant differences in learning.