The effectiveness of classroom-based supplementary video presentations in supporting emergent literacy development in early childhood education

Alaa Sadik*, Khadeja Badr**
* Associate Professor, Department of Instructional & Learning Technology College of Education, Sultan Qaboos University.
** Assistant Professor, Department of Educational Psychology, Faculty of Education, South Valley University, Egypt
Periodicity:November - January'2012
DOI : https://doi.org/10.26634/jpsy.5.3.1656

Abstract

This study investigated the impact of supplementary video presentations in supporting young children’s emergent literacy development. Videos were produced by teachers using prototype software developed specifically for the purpose of this study. The software obtains media content from a variety of resources and devices, including webcam, microphone, PowerPoint slides, drawing board, and typing board in a simplified manner. Videos were supplemented to children who were identified as at risk to be viewed at home individually or with their parents. Participants were teachers and children in a full-day kindergarten in the Sultanate of Oman. Teacher Rating of Oral Language and Literacy (TROLL) scale and parent interviews were administered to measure the literacy skills and development of children in early childhood classrooms, and to understand children’s reactions to the use of classroom video presentations respectively. The results of TROLL indicated that no improvement had happened in the total score of oral language and literacy of the treatment group children (12) compared to the control group children. However, the treatment group children’s language use was improved significantly. Results from interviews showed that children liked video presentations prepared by their teachers, and parents found these videos useful for their children’s literacy development.

Keywords

Early childhood education, emergent literacy, video presentation, multimedia

How to Cite this Article?

Alaa Sadik and Khadeja Badr (2012). The Effectiveness Of Classroom-Based Supplementary Video Presentations In Supporting Emergent Literacy Development In Early Childhood Education. i-manager’s Journal on Educational Psychology, 5(3), 21-34. https://doi.org/10.26634/jpsy.5.3.1656

References

[1]. Boekaerts, M. (1995). Self-regulated learning: Bridging the gap between metacognitive and metamotivation theories. Educational Psychologist, 30(4), 195-200.
[2]. Chiasson, S., Gutwin, C. (2005). Design Principles for Children's Software., Technical Report HCI-TR-05-02, c omputer science department, university of saskatchewan.
[3]. Close, R. (2004). Television and language development in the early years: a review of the literature. National Literacy Trust, London.
[4]. Cunningham, A. & Friedman, A. (2009). Captivating Young Learners and Preparing 21st Century Social Studies Teachers: Increasing Engagement with Digital Video. In I. Gibson et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2009 (pp. 1797-1803). Chesapeake, VA: AACE.
[5]. Dickinson, D., McCabe, A. & Sprague, K. (2001). Teacher Rating of Oral Language and Literacy (TROLL): A Research-Based Tool. A research-based tool. Center for the Improvement of Early Reading Achievement, University of Michigan.
[6]. Dickinson, D. (1997). Teacher Rating of Oral Language and Literacy. Center for Children & Families, Education Development Center.
[7]. Grabe, M., & Grabe, C. (2007). Integrating technology for meaningful learning (5th ed.). New York: Houghton Mifflin.
[8]. Gunawardena, C. (1995). Social presence theory and implications for interaction and collaborative learning in computer conferences. International Journal of Educational Telecommunications, 1(2), 147–166.
[9]. Gunn, B. G., Simmons, D. C., & Kameenui, E. J. (2000). Emergent literacy: Synthesis of the research.
[10]. Halle, T., Calkins, J., Berry, D. & Johnson, R. (2003). Promoting language and literacy in early childhood care and education settings. Child Care and Early Education Research Connections (CCEERC). Columbia University, New York.
[11]. Homer, B., Plass, J., & Blake, L. (2008). The effects of video on cognitive load and social presence in multimedia-learning. Computers in Human Behavior, 24 (3), 786–797.
[12]. Invernizzi, M., Landrum, T., Teichman, A., & Townsend, M. (2010). Increased Implementation of Emergent Literacy Screening in Pre-Kindergarten. Early Childhood Education Journal, 37(6), 437–446.
[13]. Kinney, M., Vedora, J. & Stromer, R. (2003). Computer-presented video models to teach generative spelling to a child with an autism specturm disorder. Journal of Positive Behavior Interventions, 5(1), 22-29.
[14]. Loisel, M. & Galer, R. (2004). Uses of PowerPoint in the 314L Class. Computer Writing and Research Lab, White Paper Series: #040505-3.
[15]. Longman, D. & Hughes, M. (2006). Whole Class Teaching Strategies and Interactive Technology: towards a connectionist class. Paper presented at the British Educational Research Association Annual Conference, University of Warwick, 6-9 September.
[16]. Martin L. (1990). Detecting and defining science problems: A study of video-mediated lessons. In Moll, L. (Ed.), Vygotsky and education: Instructional implications and applications of sociohistorical psychology, Cambridge (pp 372–402): Cambridge University Press, MA,.
[17]. Mayer, R. (2001). Multimedia-learning. New York: Cambridge University Press.
[18]. Mayer, R. & Moreno, R. (1998). A split-attention effect in multimedia-learning: evidence for dual processing systems in working memory. Journal of Educational Psychology, 90(2), 312–320.
[19]. Mills, C. & Roblyer, D. (2006). Technology tools for teachers. A Microsoft Office tutorial (2nd ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
[20]. Moody, A. (2010). Using Electronic Books in the Classroom to Enhance Emergent Literacy Skills in Young Children. Journal of Literacy and Technology. 11(4), 22- 52.
[21]. National Association for the Education of Young Children (1996). Technology and Young Children—Ages 3 through 8. A position statement of the National Association for the Education of Young Children, Washington, DC: NAEYC.
[22]. Osborn, D. S. (2010). Using video lectures to teach a graduate career development course. Retrieved from http://counselingoutfitters.com/vistas/vistas10/Article_35. pdf.
[23]. Parette, P., Wojcik, W., Stoner, B. & Watts, H. (2007). Emergent writing literacy outcomes in preschool settings using AT toolkits. Presentation to the Assistive Technology Industry Association (ATIA) Annual Meeting, Orlando, FL.
[24]. Parette, P., Hourcade, J., Boeckmann, N. & Blum, C. (2008). Using Microsoft PowerPoint to Support Emergent Literacy Skill Development for Young Children At-Risk or Who Have Disabilities. Early Childhood Education Journal, 36(3), 233–239.
[25]. Parette, P. Hourcade, j. Dinelli, M. and Boeckmann, M. (2009). Using Clicker 5 to Enhance Emergent Literacy in Young Learners. Early Childhood Education Journal, 36(4), 355-363.
[26]. Parette, P., Blum, C., Boeckmann, N. & Watts, H. (2009). Teaching Word Recognition to Young Children Who Are at Risk Using Microsoft PowerPoint Coupled With Direct Instruction. Early Childhood Education Journal, 36(5), 393–401.
[27]. Parette, P., Blum, C. & Watts, H. (2009). Use of Microsoft PowerPoint and direct instruction to support emergent literacy skill development among young at risk children. In Vilas, A., Martin, A., Gonzalez, J. & Gonzalez, J. (Eds.), Research, reflections and innovations in integrating ICT in education (Vol. 2; pp. 864-868). Badajoz, Spain: FORMATEX.
[28]. Parette, P., Quesenberry, C., & Blum, C. (2010). Missing the boat with technology usage in early childhood settings: A 21st century view of developmentally appropriate practice. Early Childhood Education Journal, 37(5), 335–343.
[29]. Professional Development in Autism Center (2006). Video Modeling. University of Washington, Research Brief #2, Retrieved from http://depts.washington.edu/pdacent.
[30]. Roberts, Susan and Howard, Sue (2004). Watching Teletubbies: television and its very young audience, in Marsh, J. (ed.) Popular Culture, Media and Digital Literacies in Early Childhood, London: Routledge Falmer.
[31]. Saint-Laurent, L., & Giasson, J. (2005). Effects of a family literacy program adapting parental intervention to first graders' evolution of reading and writing abilities. Journal of Early Childhood Literacy, 5(3), 253-278.
[32]. Schwartz, L., & Hartman, K. (2007). It is not television anymore: Designing digital video for learning and assessment. In R. Goldman, R. Pea, B. Barron, & S. J. Derry (Eds.), Video research in the learning sciences (pp. 349- 366). Mahwah, NJ: Lawrence Erlbaum Associates.
[33]. Sturmey, P. (2003). Video Technology and Persons with Autism and Other Developmental Disabilities. Journal of Positive Behavior Interventions, 5(1), 3-4.
[34]. Troia, G. (1999). Phonological awareness intervention research: A critical review of the experimental methodology. Reading Research Quarterly, 34(1), 28-52.
[35]. Whitehurst, J., & Lonigan, J. (2002). Emergent iteracy: Development from prereaders to readers. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 11-29). New York: The Guilford Press.
[36]. Wilson, M. (2010). Lecture Capture Overview. ComETS 2010 Symposium, Iowa State Memorial Union, February 18.
[37]. Young, D. (1996). The effect of self-regulated learning strategies on performance in learner controlled computer-based instruction. Educational Technology Research and Development, 44(2), 17 27.
[38]. Zimmerman, J. (1990). Self-regulated learning and academic achievement: an overview. Educational Psychologist, 25(1), 3-17
[39]. Zimmerman, J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-72.
[40]. Zucker, T., Moody, A., & McKenna, M. (2009). The Effects of Electronic Books on Pre-Kindergarten-to-Grade 5 Students' Literacy and Language Outcomes: A Research Synthesis. Journal of Educational Computing Research, 40(1), 47-87.
[41]. Zue, E. and Bergom, I. (2010). Lecture Capture: A guide for Effective Use. Occasional Papers, No. 27, Center for Research on Learning and Teaching, University of Michigan.
If you have access to this article please login to view the article or kindly login to purchase the article

Purchase Instant Access

Single Article

North Americas,UK,
Middle East,Europe
India Rest of world
USD EUR INR USD-ROW
Online 15 15

Options for accessing this content:
  • If you would like institutional access to this content, please recommend the title to your librarian.
    Library Recommendation Form
  • If you already have i-manager's user account: Login above and proceed to purchase the article.
  • New Users: Please register, then proceed to purchase the article.