On-Screen Print: The Role of Captions as a Supplemental Literacy Tool

Autor/inn/en	Linebarger, Deborah; Piotrowski, Jessica Taylor; Greenwood, Charles R.
Titel	On-Screen Print: The Role of Captions as a Supplemental Literacy Tool
Quelle	In: Journal of Research in Reading, 33 (2010) 2, S.148-167 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
Schlagwörter	Reading Difficulties; Research Design; Economically Disadvantaged; Disadvantaged Youth; Word Recognition; Educational Television; Emergent Literacy; Inferences; Urban Schools; Comparative Analysis; Grade 2; Grade 3 + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Forschungsdesign; Benachteiligter Jugendlicher; Worterkennung; Bildungsfernsehen; Schulfernsehen; Frühleseunterricht; Inference; Inferenz; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03
Abstract	Children living in poverty are 1.3 times as likely as non-poor children to experience reading difficulties and lack key oral experiences that contribute to early literacy development. The purpose of this research was to study the effects of viewing commercially available educational television with closed captions. Seventy second- and third-grade economically disadvantaged children living in urban locations participated in this experimental research design. Children were randomly assigned to view videos with or without closed captions. Captions helped children recognise and read more words, identify the meaning of those words, generate inferences regarding programme content and transfer these skills to a normative code-related skill task. Risk status moderated word recognition performance: those at risk benefited from captions while those who were not at risk recognised more words when captions were absent. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10