The Promise of Multimedia Stories for Kindergarten Children At Risk

By M. Verhallen, A. Bus, M. D. Jong. 2006

307 citations recorded by the source corpus.

This research focuses on the ability of book-based animated stories, when well designed and produced, to have positive effects on young viewers' narrative comprehension and language skills. Sixty 5-year-olds, learning Dutch as a 2nd language, were randomly assigned to 4 experimental and 2 control conditions. The children profited to some extent from repeated encounters with a storybook with static pictures but more from repeated encounters with the animated form of the story. Both story formats were presented on a computer screen; both included the same oral text spoken in the same voice but the animated story was supplemented with multimedia features (video, sounds, and music) dramatizing the events. Multimedia additions were especially effective for gaining knowledge of implied elements of stories that refer to goals or motives of main characters, and in expanding vocabulary and syntax. The added value of multimedia books was strengthened over sessions. In a group from families with low educational levels who were lagging in language and literacy skills, multimedia storybooks seem to provide a framework for understanding stories and remembering linguistic information.

Subfields: Developmental and Educational Psychology, Education, Speech and Hearing

View Paper: https://www.semanticscholar.org/paper/4a2ecd931d49e84a73b24760ebaa4fe193c58572

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In Developmental and Educational Psychology

In Education

In Speech and Hearing

Adina Shamir

Citations in the corpus

Educational e-books: a support for vocabulary and early math for children at risk for learning disabilities (2012, background): “…studies found that e-books also have the potential for supporting literacy among students at risk (e.g., immigrant children, children from low SES backgrounds, and others who lag in language proficiency) (Korat & Shamir, 2008; Segers, Nooijen, & de Moor, 2006; Shamir, 2009; Verhallen et al., 2006).”
Promoting vocabulary, phonological awareness and concept about print among children at risk for learning disability: can e-books help? (2012, background): “E-books have also been found to enhance emergent literacy among students at risk, such as immigrants, children coming from low SES backgrounds and others lagging in language proficiency (Littleton, Wood, & Chera, 2006; McKenna & Reinking, 1997; Segers et al., 2006; Verhallen, Bus, & de Jong, 2006 )”
The Effects of Multimedia-Enhanced Instruction on the Vocabulary of English-Language Learners and Non-English-Language Learners in Pre-Kindergarten Through Second Grade (2009, background): “However, some previous research suggests that augmenting read alouds with multimedia may increase the effectiveness of vocabulary instruction, especially for children with limited word knowledge (Verhallen et al., 2006).”
Electronic versus traditional storybooks: Relative influence on preschool children’s engagement and communication (2010, background): “Interestingly, some evidence suggests that children may initiate more communications (e.g. asking for help; see Fisch et al., 2002; Verhallen et al., 2006), and explore book illustrations with greater frequencies using e-storybooks (De Jong and Bus, 2002).”
Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks (2015, background): “Multimedia additions provide nonverbal information that might help story comprehension by visualizing story events congruent with the narration (Sharp et al., 1995; Verhallen, Bus, & de Jong, 2006).”
Reading electronic and printed books with and without adult instruction: effects on emergent reading (2010, background): “There are several researchers who claim that adult instruction (or mediation) is necessary in order to promote young children’s accomplishments while working on a computer in addition to the children’s independent activity (Nir-Gal & Klein, 2004; Tzuriel & Shamir, 2002 ).”