Animated multimedia talking books can pomote phonological awareness in children beginning to read
-
Upload
changluchieh -
Category
Documents
-
view
660 -
download
1
Transcript of Animated multimedia talking books can pomote phonological awareness in children beginning to read
Animated multimedia “talking books” can
promote phonological awareness in
children beginning to read
Presenter: Lulu Chang 992260
Instructor: Dr. Pi-Ying Teresa Hsu
Date: January 12, 2011
Chera, P., & Wood, C. (2003). Animated multimedia “talking books” can promote phonological awareness in children beginning to read. Learning and Instruction, 92 (13),33-35.
Citation
2
“Talking books”
Computer-based materials
Banger and Mash
44
Bangers and Mash was a children's cartoon series broadcast on CITV in 1989, and repeated until around 1993. The series consisted of 24 five minute episodes.
Introduction
Purpose of study
5
1. Visual and auditory letter sound awareness
2. Auditory, verbal, and visual onset awareness
3. Rhyme awareness5
e.g., (/pot/was/box/hit/run/cat/yes/jam)Children were asked to indicate all theletters and sounds that they recognized.
e.g., Does “cat” begins with /k/?
e.g., Cat, Coffee, CookieBear, Dare, Hair
Computerized "talking book" program designed for readers experiencing a deficit in phonological awareness.
CAL and reading instruction
7
(Wise et al. 1989)
The system allowed children to read books on the computer by providing whole word, syllable and sub-syllable (i.e. onset-rime) speech feedback conditions.
Literature Review
Routes of reading
Logographic route
Alphabetic or phonic route
Reading whole words
Decoding using letter to sound
conversion
8
Literature Review
Literature Review
(Anderson & O’Hagan, 1989)
It’s tireless, patient,
and unthreatening
with immediate feedback.
It offers consistence
practice at a skill.
It increase motivation and
maintaining learner’s
attention.
Computer-aided learning (CAL)- Benefits of CAL system
9
Participants 75 children
Age 3-6 years old
Gender Girls : Boys 4:1
Place United Kingdom
Education 3 local primary schools 1 associated pre-school
ability Able to read 4 words or less on the British Ability Scales Word Reading Assessment
11
Methodology
The broad age range was felt to reflect the ages of
potential uses.
A sample screen showing the page layout of the animated multimedia talking
book 13
Methodology
Move to next screen
Move to previous screen
Pronounce the word
14
Pre-test
Intervention Group-
software
Control Group-
traditional way
1st set of Post-test
(Same test as pre-test)
4 weeks later
Follow up test
2 week in regular class
Both groups
Methodology
14
Result
2.3 8.1
2.1 7.4
5.5 9.6
3.9 9.6
1.8 7.0
1.2 6.0
0.3 1.5
p= 0.033
15
Descriptive statistic for the children's phonological awareness and word reading score
The auditory and verbal measures of phonological awareness have a high memory load, and assess explicit knowledge of letter sounds, whereas the visual tasks assess implicit awareness.
Children improve significantly in phonological awareness.
17
Discussion
Even though Children improved “significantly” , the auditory and verbal tasks may therefore have been inappropriate for use with the younger children in the sample.
The fact that this study succeeded in promoting children’s phonological awareness but failed to boost their word recognition at the same time.
18
Discussion