Abstract
Forty-eight physically handicapped students in grades one to six were compared on the basis of their comprehension of Talking Book materials played at three rates using the Varispeech II Speech Time Compressor/Expander. Students were grouped by age and reading levels. An analysis of covariance with repeated measures, using the Detroit Test of Verbal Opposites to control for listening ability, found a significant difference (.028) in favor of expanded speed over compressed speed; but neither resulted in comprehension significantly different from that at normal speed. Age and reading level had no significant effect. The study showed that this technology, though it improved comprehension for some individuals, did not benefit the entire group.
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