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Interactions with talking books: Phonological awareness affects boys' use of talking books

机译：与有声书籍的互动：语音意识影响男孩使用有声书籍

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Framed by current concerns about boys’ attainment in literacy, this paper investigates the potential of talking books software to support the literacy development of male beginning readers. The study primarily considered whether typically developing boys who showed lower levels of attainment in phonological awareness would show a greater degree of improvement in phonological awareness or a change in reading strategy following a talking books intervention than boys who were demonstrating higher levels of phonological awareness. It also examined whether the boys’ phonological awareness attainment would affect how they used the software to support their attempts at reading, both in terms of their interactions with the computer and the types of speech feedback that they selected. The analysis also considered whether there was any association between the nature of the boys’ teaching and learning interactions with the computer and any changes in their reading strategies from pre to post-test. The findings suggest that the use of the talking books software was particularly beneficial for those boys who initially showed lower phonological proficiency and that the boys in this study utilised the talking books software adaptively depending on their phonological proficiency. Moreover, there was evidence that contact with the talking books affected the reading strategies of the boys who had higher phonological awareness. There was also evidence of an association between the way in which the boys interacted with the software and changes in their reading strategy between pre and post-test.
机译：在当前对男孩识字能力的担忧的框架下，本文研究了有声读物软件在支持男性初学者识字能力发展方面的潜力。这项研究主要考虑的是，与那些表现出较高语音意识水平的男孩相比，通常表现出较低的语音意识水平的发育中男孩在语音书籍干预后是否会表现出更大的语音意识改善或阅读策略改变。它还检查了男孩的语音意识是否会影响他们使用该软件支持阅读尝试的方式，无论是与计算机的交互作用还是他们选择的语音反馈类型。该分析还考虑了男孩与计算机之间的教与学互动的性质与他们从考试前到考试后阅读策略的变化之间是否存在关联。研究结果表明，对那些最初表现出较低语音水平的男孩来说，使用有声读物软件特别有益，并且该研究中的男孩根据他们的语音能力来自适应地使用有声读物软件。此外，有证据表明，与有声读物的接触会影响具有较高语音意识的男孩的阅读策略。也有证据表明，男孩与软件互动的方式与测试前后之间阅读策略的变化之间存在关联。

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