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Does whole-word multimedia software support literacy acquisition?

Karemaker, A.M.; Pitchford, N.J.; O'Malley, C.

Authors

A.M. Karemaker

N.J. Pitchford



Abstract

This study examined the extent to which multimedia features of typical literacy learning software provide added benefits for developing literacy skills compared with typical whole-class teaching methods. The effectiveness of the multimedia software Oxford Reading Tree (ORT) for Clicker in supporting early literacy acquisition was investigated through a classroom-based intervention study by comparing ORT for Clicker to traditional ORT Big Books. Sixty-one typically developing readers, aged 5–6 years, from four primary classes were each given the two interventions. Each intervention was delivered over five one-hour sessions over the course of 1 week. Performance on tasks of written word recognition, written word naming, and phonological awareness, was measured before and after each intervention. Significantly greater gains in word recognition, word naming, rhyme awareness, segmentation skill, and grapheme awareness were found after the ORT for Clicker compared to the traditional ORT Big Book intervention. This study shows that whole-word multimedia software can be more effective than traditional printed texts from the same reading scheme at supporting the development of early literacy skills.

Citation

Karemaker, A., Pitchford, N., & O'Malley, C. (2010). Does whole-word multimedia software support literacy acquisition?. Reading and Writing, 23(1), 31-51. https://doi.org/10.1007/s11145-008-9148-4

Journal Article Type Article
Online Publication Date Sep 27, 2008
Publication Date 2010
Deposit Date Aug 15, 2018
Journal Reading and writing.
Print ISSN 0922-4777
Electronic ISSN 1573-0905
Publisher Springer
Volume 23
Issue 1
Pages 31-51
DOI https://doi.org/10.1007/s11145-008-9148-4
Public URL https://durham-repository.worktribe.com/output/1317491