Vol 36 No 1 (2017): .
Language
Keywords
- Digital tutorial,
- Pre-reading skills,
- Intervention module
How to Cite
Swapna N., Prema K.S., Geetha Y.V., & Asha S.A. (1). Development and Validation of Digital Tutorial to Facilitate Pre-reading Skill. Journal of All India Institute of Speech and Hearing, 36(1), 36-47. Retrieved from http://203.129.241.91/jaiish/index.php/aiish/article/view/895
Abstract
The aim of the study was to develop a digital tutorial to facilitate training in pre-reading skills in young children and to test its ecacy. The present study was carried out in two phases. Phase I involved the preparation of the digital tutorial based on the intervention module for pre-reading skill. Phase II involved testing the ecacy of the developed digital tutorial. A group of 15 typically developing children in the age range of 1-6 years participated in the phase I of the study and 6 children with bilateral severe hearing impairment in the age range of 3-7 years participated in the phase II of the study. The participants with hearing impairment were divided into two groups of three each. In addition six adults (two speech-language pathologists, two special educators and two mothers of children with hearing impairment) were also selected as participants to train the two groups of children. One group was provided with only a text based intervention module to facilitate pre-reading skills, while the other group was provided with the text based intervention module as well as the digital tutorial. The outcome of the phase I was the digital tutorial material comprising of two DVDs. The results of the phase II revealed that the group trained using the digital tutorial along with the intervention module showed better gains revealing the eectiveness of the video mode in training literacy activities in children.
References
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Murphy, M. M. (2007). Enhancing print knowledge, phonological awareness, and oral language skills with at risk preschool children in Head Start classrooms. ETDcollection for University of Nebraska - Lincoln. Paper AAI3271904. http://digitalcommons.unl.edu/dissertations/AAI3271904
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Rottenberg, C. J., & Searfoss, L. W. (1992). Becoming literate in a preschool class: Literacy development of hearing-impaired children. Journal of Reading Behavior, 24, 463-479.
Senechal, M., LeFevre, J., Hudson, E., & Lawson, P. (1996).Knowledge of storybooks as a predictor of young children's vocabulary. Journal of Educational Psychology,88, 520- 536.
Snow, C., Barnes, W., Chandler, J., Goodman, I., & Hemphill, L. (1991). Unful lled expectations: Home and
school in
uences on literacy. Cambridge, MA: Harvard University Press.
Snow, C. E., Burns, M. S., & Grin, P. (Eds.) (1998). Preventing reading diculties in young children. Washington, DC: National Academy Press.
Strickland, D.S., & Morrow, L.M. (1988). Creating a print rich environment. The Reading Teacher, 42(2), 156-
157.
Swapna, N., Jayaram, M., Prema, K.S., & Geetha, Y.V. (2010). Development of an intervention module for
preschool children with communication disorders. An ARF project submitted to AIISH, Mysuru.
Sulzby, E. (1991). The development of the young child and the emergence of literacy. In J. Flood, J. M. Jensen, D. Lapp, & J. R. Squire (Eds.), Handbook of research on teaching the language arts (pp. 273-285). New York:
Macmillan.
Teale, W.H. (1987). Emergent literacy: Reading and writing development in early childhood. Paper presented at the 36th annual meeting of the National Reading Conference, Austin, TX. UNESCO (1989). Teacher Education Resource Pack: Special Needs in the Classroom. (Study materials).
Warrick, N., Rubin, H. & Rowe-Walsh, S. (1993). Phoneme awareness in language-delayed children: comparative studies and intervention. Annals of Dyslexia, 43, 153-173.
Weaver, C. (1988). Reading process. Winthrop Publishers, Inc.
Werner, D., & Bower, B. (1982). Helping health work-ers learn. Palo Alto, CA, USA, Hesperian Foundation.
Whitehurst, G.J. & Lonigan, C.J. (1998). Child development and emergent literacy. Child Development, 69,(3),848-872.
Yaden, D. B. (1988). Understanding stories through repeated read-alouds: How many does it take? The Reading Teacher, 41(6), 556-566.
Assel, M. A., Landry, S. H., Swank, P. R., & Gunnewig, S. (2007). An evaluation of curriculum, setting, and mentoring on the performance of children enrolled in pre-kindergarten. Reading and Writing, 20, 463- 494.
Baker, L. (1989). Metacognition, comprehension monitoring, and the adult reader. Educational Psychology Review, 1(1), 3-38.
Bart, B.P., & Don, Q. (1996). Instructional video evaluation instrument. Journal of Extension,[Online],34.Available:gopher://gopher.ext.vt.edu:70/00/joe/1996june/a1
Burns, M.S., Grin, P., & Snow, C.E. (Eds.). (1999). Starting out right: A guide to promoting children's reading success. Washington, DC: National Academy Press.
Burns, P., Roe, B., & Ross, E. (1999). Teaching reading in today's elementary schools. NY: Houghton Mif
in.
Bzoch K., & League, R. (1971). The Receptive-Expressive Emergent Language Scale. Gainesville, FL: Computer Management Corp.
DeBaryshe, B. D., & Gorecki, D. M. (2007). An experimental validation of a preschool literacy curriculum. Early Education and Development, 18, 93-110.
Ezell, H. K., Justice, L. M., & Parsons, D. (2000). Enhancing the emergent literacy skills of pre- schoolers with communication disorders: A pilot investigation. Child Language Teaching and Therapy, 16, 121-140.
Hiebert, E. H., & Fisher, C.W (1990). Whole language: Three themes for the future. Educational leadership, 47, 62-64.
Hoffman, B. (2009). Educational video workshop: Drama and exposition. San Diego, CA: Bob Hoffman.
Holdaway, D. (1979). The foundations of literacy. Gosford N.S.W.: Ashton Scholastic.
International Reading Association & National Association for the Education of Young Children (1998). Learning to read and write: Developmentally appropriate practices for young children. The Reading Teacher, 52, 193- 213.
Katims, D. S. (1991). Emergent literacy in early childhood special education: Curriculum and instruction. Topics in Early Childhood Special Education, 11, 69-84.
Khurana, S., & Prema, K. S. (2011). Emergent literacy experiences in classrooms- A sample survey in Mysore city,
428-463. Language in India.
Lakshmish, N., & Prema, Rao K.S. (2010). Digital literacy coach to promote oral language and early literacy (For SLP's , teachers and caregivers). Student Research at AIISH Mysore (Articles based on dissertation done atAIISH), Vol: IX, Part B, 133-143.
Lartz, M. N. (1993). A description of mothers' questions to their young deaf children during storybook reading.
American Annals of the Deaf, 138, 322-330.
Lartz, M. N., & McCollum, J. (1990). Maternal questions while reading to deaf and hearing twins: A case study. American Annals of the Deaf, 135, 235-240.
Lovelace, S., & Stewart, S. R. (2007). Increasing print awareness in preschools with language impairment using non-evocative print referencing. Language, Speech, and Hearing Services in Schools, 38, 16-30.
Maxwell, M. M. (1984). A deaf child's natural development of literacy. Sign Language Studies, 44, 191-224.
McConkey, R. & Templer, S. (1987). Videocourses for train-ing staff in developing countries. International Journal of Reading Research, 10, 175-83.
Moyle, M. J., & Berman, S. (2011) Speech-language pathologists collaborating with head start to improve children's early language and literacy skills: Efficacy and intensity effects. Perspectives on Language Learning and Education, 18, 2, 53-61.
Munro, J. K. (2008). Oral Language Supporting Early Literacy, 472697. Lecture notes.
Murphy, M. M. (2007). Enhancing print knowledge, phonological awareness, and oral language skills with at risk preschool children in Head Start classrooms. ETDcollection for University of Nebraska - Lincoln. Paper AAI3271904. http://digitalcommons.unl.edu/dissertations/AAI3271904
National Sample Survey Organization (NSSO) (2003). Disabled persons in India, NSSO 58th round, Report 485
(58/26/1), New Delhi, Govt. of India.
Neuman, S. B., & Roskos, K. (1993). Language and literacy learning in the early years: An integrated approach. New York: Harcourt Brace Jovanovich.
Pinnell, G. (1996b). Guided reading. Portsmouth, NH:Heinemann.
Prema, K.S. (2010). Phonological Sensitivity Kit in Kannada (PhoST-K). Report of project funded by AIISHResearch Scheme, No.ARF 3.46 (2009-10), All India Institute of Speech and Hearing, Mysore.
Rex, J. E., Koenig, A. J., Wormsley, D. P., & Baker, R.L. (Eds.). (1994). Foundations of braille literacy. New York: American Foundation for the Blind. Rottenberg, C. (2001). A deaf child learns to read. American Annals of the Deaf, 146, 270-275.
Rottenberg, C. J., & Searfoss, L. W. (1992). Becoming literate in a preschool class: Literacy development of hearing-impaired children. Journal of Reading Behavior, 24, 463-479.
Senechal, M., LeFevre, J., Hudson, E., & Lawson, P. (1996).Knowledge of storybooks as a predictor of young children's vocabulary. Journal of Educational Psychology,88, 520- 536.
Snow, C., Barnes, W., Chandler, J., Goodman, I., & Hemphill, L. (1991). Unful lled expectations: Home and
school in
uences on literacy. Cambridge, MA: Harvard University Press.
Snow, C. E., Burns, M. S., & Grin, P. (Eds.) (1998). Preventing reading diculties in young children. Washington, DC: National Academy Press.
Strickland, D.S., & Morrow, L.M. (1988). Creating a print rich environment. The Reading Teacher, 42(2), 156-
157.
Swapna, N., Jayaram, M., Prema, K.S., & Geetha, Y.V. (2010). Development of an intervention module for
preschool children with communication disorders. An ARF project submitted to AIISH, Mysuru.
Sulzby, E. (1991). The development of the young child and the emergence of literacy. In J. Flood, J. M. Jensen, D. Lapp, & J. R. Squire (Eds.), Handbook of research on teaching the language arts (pp. 273-285). New York:
Macmillan.
Teale, W.H. (1987). Emergent literacy: Reading and writing development in early childhood. Paper presented at the 36th annual meeting of the National Reading Conference, Austin, TX. UNESCO (1989). Teacher Education Resource Pack: Special Needs in the Classroom. (Study materials).
Warrick, N., Rubin, H. & Rowe-Walsh, S. (1993). Phoneme awareness in language-delayed children: comparative studies and intervention. Annals of Dyslexia, 43, 153-173.
Weaver, C. (1988). Reading process. Winthrop Publishers, Inc.
Werner, D., & Bower, B. (1982). Helping health work-ers learn. Palo Alto, CA, USA, Hesperian Foundation.
Whitehurst, G.J. & Lonigan, C.J. (1998). Child development and emergent literacy. Child Development, 69,(3),848-872.
Yaden, D. B. (1988). Understanding stories through repeated read-alouds: How many does it take? The Reading Teacher, 41(6), 556-566.