The purposes of this study were to examine the utilization of audio modification in
vocabulary assessment in school subject areas, specifically in elementary science, and to
present a web-based key vocabulary assessment tool for the elementary school level.
Audio-recorded readings were used to replace independent student readings as the task
demand for progress monitoring science vocabulary for 162 fifth grade students in 14
schools. Scores on vocabulary tests obtained by students who used the audio texts for
readings were compared with scores obtained by the same students who did not use the
audio texts. A statistically significant difference between the two scores in favor of the
students who used the audio texts was found. Benefits for at-risk students of school
failure, and the trend between the amount of audio use and test scores were also
investigated. Results suggest that, if appropriately conducted, the use of this type of
modification together with written text may enable students feel confident about their
science vocabulary knowledge.