Discussion Provide at least two references for your initial po
Animated multimedia talking books can pomote phonological awareness in children beginning to read
1. 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
2. Citation 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. 2
4. Introduction “Talking books” Computer-based materials Banger and Mash 4 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. 4
5. Purpose of study To examine whether computer-based reading materials can promote young children’s phonological awareness and reading acquisition Visual and auditory letter sound awareness 2. Auditory, verbal, and visual onset awareness 3. Rhyme awareness 5 5 e.g., (/pot/was/box/hit/run/cat/yes/jam) Children were asked to indicate all the letters and sounds that they recognized. e.g., Does “cat” begins with /k/? e.g., Cat, Coffee, Cookie Bear, Dare, Hair
6. 6 Research Question What extent does CAL differ from traditional learning in children’s phonological awareness and reading acquisition?
7. Literature Review CAL and reading instruction Computerized "talking book" program designed for readers experiencing a deficit in phonological awareness. 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. (Wise et al. 1989) 7
8. Literature Review Routes of reading Alphabetic or phonic route Logographic route Reading whole words Decoding using letter to sound conversion 8
9. Literature Review Computer-aided learning (CAL) - Benefits of CAL system 1 3 2 It’s tireless, patient, and unthreatening with immediate feedback. It increase motivation and maintaining learner’s attention. It offers consistence practice at a skill. (Anderson & O’Hagan, 1989) 9
11. 11 Methodology The broad age range was felt to reflect the ages of potential uses.
12. 12 Methodology Control group Intervention group Traditional (story book) Soft ware (talking book) 15 children 60 children (pick 15 children of same age as control group to compare)
13. 13 Methodology Pronounce the word Move to next screen Move to previous screen A sample screen showing the page layout of the animated multimedia talking book
14. 14 Methodology Pre-test British ability scales word reading test: read 90 words. Intervention Group- software Control Group- traditional way 4 weeks later 1st set of Post-test (Same test as pre-test) Follow up test 2 week in regular class Both groups 14
15. Result Descriptive statistic for the children's phonological awareness and word reading score p= 0.033 p<0.05 significant difference 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 15
16. Result Mean total phonological awareness scores for intervention and control group Post –test Experimental Group Follow up test Post –test Control Group 16
17. Discussion 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
18. 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
19. Reflections For computer-aid learning, the participants are too young to use computer, it’s not good for the growth of eyes. Young children might not understand the rules which will be threats for the internal validity. 19
20. Thank you for your attention! Happy Rabbit year! Now Hear me sing! The END 20
