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Enhanced recognition of written words and enjoyment of reading in struggling beginner readers through whole-word multimedia software

机译：苦苦挣扎的初学者通过全字词多媒体软件增强了对文字的识别和阅读的乐趣

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The effectiveness of a reading intervention using the whole-word multimedia software 'Oxford Reading Tree (ORT) for Clicker' was compared to a reading intervention using traditional ORT Big Books. Developing literacy skills and attitudes towards learning to read were assessed in a group of 17 struggling beginner readers aged 5-6 years. Each child was given each of the two interventions, and the order of intervention was counterbalanced across the group. Each intervention was integrated into the literacy hour over five consecutive days. Measures of written word recognition, written word naming, phonological awareness and attitudes towards computers were taken before and after each intervention. Significant gains in performance were found following both interventions for all of the literacy measures, but significantly greater gains in written word recognition and enjoyment of instruction were found following the Clicker than Big Book intervention. These results suggest that whole-word multimedia software could be a useful classroom aid for supporting early literacy skills in children who are struggling with learning to read.
机译：使用全字词多媒体软件“ Clicker的牛津阅读树（ORT）”进行的阅读干预与使用传统ORT大​​书进行的阅读干预进行了比较。在17位5-6岁的初学者中，评估了他们的读写能力和对阅读的态度。每个孩子都接受了两种干预措施中的每一种，并且干预的顺序在整个小组中是平衡的。连续五天将每个干预措施纳入识字时间。在每次干预之前和之后，都要采取书面识别，书面命名，语音意识和对计算机态度的措施。两种干预措施在所有扫盲措施的干预下均能显着提高成绩，但Clicker干预比Big Book干预可显着提高书面单词的识别能力和教学乐趣。这些结果表明，全字多媒体软件可能是有用的课堂辅助工具，可为学习阅读困难的儿童提供早期识字技能。

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