Abstract
Multimedia technology allows precise coordination of linguistic and visual information and may provide teachers with tools for enhancing literacy foundations in children–especially those who might otherwise be at-risk for school failure. This research explores the hypothesis that a multimedia environment with dynamic visual support facilitates language comprehension when children listen to short stories. Kindergarten children heard stories in three conditions: Helpful video, in which dynamic, silent video accompanied the beginning of stories; No video, in which children only heard the stories; and Minimal video, in which static images of characters and places accompanied the beginning of stories. In all conditions, the ending of the story was presented without visual support. Overall, the pattern of results suggests that dynamic visual support can provide a framework for understanding and remembering linguistic information.
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This research was funded by the National Institute of Child Health and Development, grant P01 HD15051-12. The views expressed in this article do not necessarily reflect the views of that organization.
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Sharp, D.L.M., Bransford, J.D., Goldman, S.R. et al. Dynamic visual support for story comprehension and mental model building by young, at-risk children. ETR&D 43, 25–42 (1995). https://doi.org/10.1007/BF02300489
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DOI: https://doi.org/10.1007/BF02300489