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

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Introduction

Literature Review

Methodology

Findings

Discussion

Reflection

I.

II.

III.

IV.

V.

VI.

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“Talking books”

Computer-based materials

Banger and Mash

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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

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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

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Research Question

Computerized "talking book" program designed for readers experiencing a deficit in phonological awareness.

CAL and reading instruction

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(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

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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

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Methodology

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Participants, Materials, Procedure

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

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Methodology

The broad age range was felt to reflect the ages of

potential uses.

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Methodology

Control group Intervention group

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

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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

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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

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Descriptive statistic for the children's phonological awareness and word reading score

Result

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Mean total phonological awareness scores for intervention and control group

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.

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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.

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Discussion

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Reflections

Thank you for your attention!

Happy Rabbit year!

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Now Hear me sing!

The END