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The Influence Of Text On Coherence Of Story Retells, Reading Comprehension, Vocabulary Acquisition, And Eye Gaze: A Computer-Based Story Telling Task With Eye Tracking, Nicholas J. Ullrich Iii
The Influence Of Text On Coherence Of Story Retells, Reading Comprehension, Vocabulary Acquisition, And Eye Gaze: A Computer-Based Story Telling Task With Eye Tracking, Nicholas J. Ullrich Iii
Dissertations, Theses, and Capstone Projects
With the growing trend of using multimedia platforms such as YouTube to facilitate storytelling, understanding how and when to integrate text with visuals would benefit both the creators of these platforms and the young readers viewing them. The current study examined the effect of orthography on vocabulary acquisition and narrative comprehension in young readers (children in 2nd and 3rd grade, ages 6-9) during a computer-based storytelling task. We aimed to determine if having text available during storytelling benefits readers as predicted by Perfetti’s Lexical Quality Hypothesis (Perfetti & Hart, 2002), or hampers learning as predicted by Mayer’s Redundancy …
How Should Context-Dependent Words Be Taught To Beginning Readers?, Abigail M. Turner
How Should Context-Dependent Words Be Taught To Beginning Readers?, Abigail M. Turner
Dissertations, Theses, and Capstone Projects
This study examined three different instructional methods for teaching beginners to read context-dependent words. Two types of context-dependent words were taught: irregular past tense verbs and function words. The words were embedded either in scrambled contexts or in meaningful sentence contexts. Three different instructional conditions to teach the words were compared. In the Meaningful Context condition, students studied the target words embedded in meaningful sentences. In the Scrambled condition, students studied target words placed in scrambled word sequences. In the Combination condition, students studied target words in both types of contexts that were alternated across learning trials. Participants were 53 …
Teaching Children To Decode Words: Connected Versus Segmented Phonation, Selenid M. Gonzalez-Frey
Teaching Children To Decode Words: Connected Versus Segmented Phonation, Selenid M. Gonzalez-Frey
Dissertations, Theses, and Capstone Projects
Two methods of decoding instruction were compared. Kindergartners who could not decode nonwords participated in the study, N = 38, M = 5.6 years. Segmented phonation, frequently used in synthetic phonics programs, taught students to convert graphemes to phonemes by breaking the speech stream (“sss – aaa – nnn”) before blending. Connected phonation taught students to pronounce phonemes without breaking the speech stream (“sssaaannn”) before blending. Kindergartners were matched and randomly assigned to the two conditions. Both groups were taught to decode the same set of CVC nonwords consisting of continuant consonants and vowels that could be stretched and connected …
Do Spellings Of Words And Phonemic Awareness Training Facilitate Vocabulary Learning In Preschoolers?, Robin O'Leary
Do Spellings Of Words And Phonemic Awareness Training Facilitate Vocabulary Learning In Preschoolers?, Robin O'Leary
Dissertations, Theses, and Capstone Projects
The purpose of this study was to examine the contribution of phoneme awareness training and orthography to the learning of new vocabulary words by partial alphabetic phase readers. We hypothesized that four and five year old children taught to segment words with letters would outperform those trained with shape markers and those that received no segmentation training on an invented spelling task. We also hypothesized that students seeing the spellings of new vocabulary words (names) would learn the words in fewer trials, remember the names and features better and would be able to better recognize letter labels when presented alone. …