Spoken texts coupled with moving images in the early years – effects on comprehension, language, and literacy
type: CreativeWork
description: Previous research has shown that young children can learn from educational television programmes, videos or other technological media. However, the blending of any of these with traditional printed based text appears to be omitted. Repeated viewing is an important factor in children's ability to comprehend the content or plot. The present study used spoken texts coupled with moving images requiring repeated viewing. It is original and distinctive. The theoretical framework was Mayer's multimedia learning theory combined with Vygotsky's learning theory. The first study was a pilot study to explore whether the intervention was implementable in ordinary classrooms. The second study explored whether curricular embedding of the video was important. The third study explored the effect of “dosage”, i.e. whether a longer/more intense intervention had a proportionately greater effect on outcomes. Both quantitative outcomes (receptive vocabulary, letter sound knowledge, and early word recognition) and qualitative outcomes (comprehension of video content, teacher-child dialogue and drawings) were obtained. An experimental design was used with 4-5-year-old children in nursery and primary schools for the first three phases. Six links to video clips exploring non-fiction science content were provided to teachers in the first three studies. About half of each class was selected randomly for pre-post assessments (the British Picture Vocabulary Scale (BPVSIII) and the York Assessment of Reading for Comprehension (YARC) Early Reading). Different implementation fidelity measures were used - observations, teacher self-reports, attendance logs and post-programme interviews. All data gathered was triangulated. Quantitative data showed there was no significant pre-post differences in children's receptive vocabulary, letter sound knowledge, and early word recognition. A Case Study followed to explore how the teachers used the spoken texts coupled with moving images to mediate the children’…
abstract: Previous research has shown that young children can learn from educational television programmes, videos or other technological media. However, the blending of any of these with traditional printed based text appears to be omitted. Repeated viewing is an important factor in children's ability to comprehend the content or plot. The present study used spoken texts coupled with moving images requiring repeated viewing. It is original and distinctive. The theoretical framework was Mayer's multimedia learning theory combined with Vygotsky's learning theory. The first study was a pilot study to explore whether the intervention was implementable in ordinary classrooms. The second study explored whether curricular embedding of the video was important. The third study explored the effect of “dosage”, i.e. whether a longer/more intense intervention had a proportionately greater effect on outcomes. Both quantitative outcomes (receptive vocabulary, letter sound knowledge, and early word recognition) and qualitative outcomes (comprehension of video content, teacher-child dialogue and drawings) were obtained. An experimental design was used with 4-5-year-old children in nursery and primary schools for the first three phases. Six links to video clips exploring non-fiction science content were provided to teachers in the first three studies. About half of each class was selected randomly for pre-post assessments (the British Picture Vocabulary Scale (BPVSIII) and the York Assessment of Reading for Comprehension (YARC) Early Reading). Different implementation fidelity measures were used - observations, teacher self-reports, attendance logs and post-programme interviews. All data gathered was triangulated. Quantitative data showed there was no significant pre-post differences in children's receptive vocabulary, letter sound knowledge, and early word recognition. A Case Study followed to explore how the teachers used the spoken texts coupled with moving images to mediate the children’…
author: Saimin, Rahimah
language: eng
date published: 2019
date modified: 2026-07-24T02:08:46Z
provider: University of Dundee
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Dundee