The purpose of this review was to examine the effects that audiobook listening and print reading have on comprehension performance and the role that learner characteristics, text features, and contextual factors play in reported outcomes. The review, which included 32 documents, covered elementary, secondary, and college students who processed narrative and expository texts aurally via audiobooks and visually on paper or screen. Analysis showed that the majority of studies were conducted in classrooms where audiobooks were co-presented with printed texts. It was also shown that audiobooks by themselves tended to facilitate comprehension better than print when students were younger (g = .28 to g = .58). For identified populations, such as struggling readers and EFLs, the co-presentation of audiobooks with print proved better for comprehension than print alone (g = .32 to g = 1.67). There was a paucity of studies that directly compared audiobook listening to print reading; targeted older students with no identified learning needs; or focused on exposition. Implications for instructional practice and future research are forwarded, based on the patterns that emerged from this review.

本综述的目的是检查有声读物听力和印刷阅读对理解能力的影响，以及学习者特征、文本特征和上下文因素在报告结果中的作用。该审查包括 32 份文件，涵盖了通过有声读物以听觉方式处理叙述和说明性文本的小学、中学和大学生，并在纸上或屏幕上视觉处理。分析表明，大多数研究是在有声读物与印刷文本共同呈现的教室中进行的。研究还表明，当学生年轻时，有声读物本身比印刷品更能促进理解（g  = .28 to g = .58)。对于已确定的人群，例如苦苦挣扎的读者和 EFL，事实证明，有声读物与印刷品的共同呈现比单独的印刷品更易于理解（g  =  . 32 到g  = 1.67）。很少有研究直接将有声读物听力与印刷阅读进行比较。针对没有明确学习需求的年龄较大的学生；或专注于展示。根据本次审查中出现的模式，转发了对教学实践和未来研究的影响。