This link has been bookmarked by 16 people . It was first bookmarked on 07 Jul 2008, by Chuck Bunting.
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03 Jun 15
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27 May 15
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17 Feb 15
fythackston0This website provides insight on how multimedia use in the classroom can help students learn to read in 5 aspects. I think this website is effective because it gives examples of how multimedia can benefit students, such as using text-to-speech by listening to recordings and following the text. This was written around 2006 or earlier, so there may be several updates that need to be made to the information provided. The purpose of this website is to inform people how the use multimedia can help students learn. This article is relevant to my topic because it provides information of how/why multimedia can be beneficial to student readers.
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identified three key elements of effective reading instruction: alphabetics (phonemic awareness and phonics), fluency, and comprehension (vocabulary, text comprehension, and comprehension strategies)
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Technology and multimedia materials offer the potential for addressing the challenges of reading instruction. For more than 2 decades, researchers have been using innovative technology to engage students, build connections between oral and written language, prompt active reading, and provide supplemental tutoring.
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Some educators and parents express concern that if digital texts are used too early in the process of learning to read, students may never become strong, competent, independent readers of print. However, there is a steadily growing body of research showing that digital text and multimedia environments can play a powerful supporting role in reading instruction.
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Multimedia reading materials and environments offer a variety of flexible supports including text-to-speech, voice recognition, animation, music and sound effects, embedded dictionaries, linked videos to boost background knowledge and vocabulary, study tools such as highlighters and annotation capabilities, and animated agent tutors.
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For more than a decade, various multimedia programs have been used to teach phonemic awareness, and such programs have shown consistent promise, boosting users’ phonemic awareness. Because they are able to animate the relationships between oral language and print, the concepts are less abstract
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Multimedia programs should be considered a supplement to quality, explicit instruction. To promote transfer, the concepts in these programs should be reinforced during instruction by, for example, adopting the terms the program uses and revisiting sample words from the program.
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Computer-based multimedia, video, and television programs have been investigated for their effectiveness in providing opportunities to experience language in an engaging, fun, and memorable way. Computer-based activities that animate the creation and manipulation of words, such as the programs described in the previous section, have been shown to improve students’ word recognition
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Thus, computer- or video-based activities are a good option to consider for providing students with targeted supplemental instruction and additional demonstrations and practice.
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14 Oct 11
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31 Mar 09
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emerging readers need to have a firm grasp of the relationship between oral and written language. For many children, this awareness grows naturally through word play; for students with learning English or difficulties, it rarely grows without explicit instruction.
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Multimedia programs should be considered a supplement to quality, explicit instruction.
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fluency instruction
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engagement with print
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repeated reading
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By reading a familiar text aloud multiple times, students can begin to coordinate their decoding, semantic, and syntactic skills.
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Accessing appropriate supports is a skill and habit to be taught and learned. This can be accomplished through explicit instruction with a whole- or small- group activity.
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09 Jul 08
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alphabetics
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alphabetics (phonemic awareness and phonics), fluency, and comprehension (vocabulary, text comprehension, and comprehension strategies).
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text-to-speech, voice recognition, animation, music and sound effects, embedded dictionaries, linked videos to boost background knowledge and vocabulary, study tools such as highlighters and annotation capabilities, and animated agent tutors.
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sound
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sound--
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engagement with print (i.e., plentiful reading) and repeated reading
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Getting students to use supports effectively is a significant instructional challenge
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Accessing appropriate supports is a skill and habit to be taught and learned.
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07 Jul 08
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if digital texts are used too early in the process of learning to read, students may never become strong, competent, independent readers of print.
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Young students, students new to English, and students of any age who are emerging readers need to have a firm grasp of the relationship between oral and written language.
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Because they are able to animate the relationships between oral language and print
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free Web-based programs
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progress monitoring features
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Computer-based activities that animate the creation and manipulation of words, such as the programs described in the previous section, have been shown to improve students’ word recognition
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By reading a familiar text aloud multiple times, students can begin to coordinate their decoding, semantic, and syntactic skills.
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provide targeted and differentiated feedback and guidance.
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The Reading Tutor in Project LISTEN and the Reading Assistant by Soliloquy.
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Multimedia environments can mirror and reinforce proven teacher-led strategy instruction through the use of pop-ups, linked questions, online resources, and animated reading coaches or e-tutors who engage in questioning, prompts, and think alouds.
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supports for vocabulary development, such as linked mini-videos demonstrating a concept or dictionaries and thesauruses with text-to-speech capabilities
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Students need to be prompted to regularly use supports while they are working,
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iSTART and Thinking Reader®, developed by Tom Snyder Productions, Scholastic.
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Teachers can help students find motivating material among the growing selection of digital text available on the Web
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rograms that are customizable and have a variety of digital texts will best meet diverse needs and interests.
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14 Nov 07
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