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These gaps have cascading effects, as children with lower vocabulary knowledge are less likely to acquire new words through independent reading and are less responsive to vocabulary instruction methods like read\u2010alouds and explicit teaching. The effectiveness of explicit instruction relies on individualization, which typically places substantial demands on educators and thereby hinders the adoption of evidence\u2010based methods. A potential solution is using audiobooks supplemented by explicit and individualized remote instruction from paraprofessionals. We conducted a randomized controlled trial (RCT) intervention study in which children listened to text\u2010supplemented audiobooks, either alone or with scaffolded instructional support. Third and fourth\u2010grade students (\n                      <jats:italic>N<\/jats:italic>\n                      = 314, age: mean (SD) = 9.47(0.57) years) were randomly assigned to one of three conditions (Audiobooks\u2010Only, Audiobooks+Scaffold, or active control) for 8 weeks. Participants in the two audiobook intervention groups showed significant improvements in book\u2010specific vocabulary, while the active control group showed no improvement. The effectiveness of the intervention varied by reading ability and socioeconomic status (SES): poor readers benefited only when audiobooks were paired with one\u2010on\u2010one scaffolding, whereas children from lower\u2010SES backgrounds showed modest, nonsignificant gains from audiobook access alone and did not experience additional benefits from scaffolding. Additionally, the Audiobooks+Scaffold group spent more time listening to recommended audiobooks during the study. These findings suggest that text\u2010supplemented audiobooks, particularly when combined with personalized support, can be a valuable tool for supporting vocabulary development in struggling readers.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Summary<\/jats:title>\n                    <jats:p>\n                      <jats:list list-type=\"bullet\">\n                        <jats:list-item>\n                          <jats:p>Children successfully learned new vocabulary words by engaging with text\u2010supplemented audiobooks.<\/jats:p>\n                        <\/jats:list-item>\n                        <jats:list-item>\n                          <jats:p>Vocabulary gains were largest amongst students who additionally received one\u2010on\u2010one remote scaffolding sessions throughout the intervention period.<\/jats:p>\n                        <\/jats:list-item>\n                        <jats:list-item>\n                          <jats:p>Poor readers only benefited when text\u2010supplemented audiobooks were paired with one\u2010on\u2010one instructional support.<\/jats:p>\n                        <\/jats:list-item>\n                        <jats:list-item>\n                          <jats:p>Students from lower socioeconomic backgrounds showed smaller, nonsignificant gains from either component, suggesting a need for additional support to achieve comparable vocabulary growth.<\/jats:p>\n                        <\/jats:list-item>\n                      <\/jats:list>\n                    <\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/desc.70159","type":"journal-article","created":{"date-parts":[[2026,3,18]],"date-time":"2026-03-18T03:45:33Z","timestamp":1773805533000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Remote Text\u2010Supplemented Audiobook Intervention Supports Children's Explicit and Incidental Vocabulary Learning"],"prefix":"10.1111","volume":"29","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-4823-6795","authenticated-orcid":false,"given":"Halie A.","family":"Olson","sequence":"first","affiliation":[{"name":"McGovern Institute for Brain Research Massachusetts Institute of Technology  Cambridge Massachusetts USA"},{"name":"Brain and Cognitive Sciences Massachusetts Institute of Technology  Cambridge Massachusetts USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Ola","family":"Ozernov\u2010Palchik","sequence":"additional","affiliation":[{"name":"McGovern Institute for Brain Research Massachusetts Institute of Technology  Cambridge Massachusetts USA"},{"name":"Wheelock College of Education &amp; Human Development Boston University  Boston Massachusetts USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Xochitl M.","family":"Arechiga","sequence":"additional","affiliation":[{"name":"McGovern Institute for Brain Research Massachusetts Institute of Technology  Cambridge Massachusetts USA"},{"name":"Brain and Cognitive Sciences Massachusetts Institute of Technology  Cambridge Massachusetts USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"John D. E.","family":"Gabrieli","sequence":"additional","affiliation":[{"name":"McGovern Institute for Brain Research Massachusetts Institute of Technology  Cambridge Massachusetts USA"},{"name":"Brain and Cognitive Sciences Massachusetts Institute of Technology  Cambridge Massachusetts USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2026,3,17]]},"reference":[{"key":"e_1_2_11_2_1","doi-asserted-by":"publisher","DOI":"10.3758\/BRM.40.1.278"},{"key":"e_1_2_11_3_1","doi-asserted-by":"publisher","DOI":"10.1002\/fer3.21"},{"key":"e_1_2_11_4_1","doi-asserted-by":"publisher","DOI":"10.1598\/RRQ.23.3.2"},{"key":"e_1_2_11_5_1","doi-asserted-by":"publisher","DOI":"10.1080\/19345747.2012.660240"},{"key":"e_1_2_11_6_1","doi-asserted-by":"publisher","DOI":"10.1177\/15257401040260010101"},{"key":"e_1_2_11_7_1","doi-asserted-by":"publisher","DOI":"10.1007\/s11145\u2010020\u201010060\u20102"},{"key":"e_1_2_11_8_1","unstructured":"Baker D. L. 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