ERIC Number: ED318030
Record Type: Non-Journal
Publication Date: 1990-Apr
Reference Count: N/A
Effects of Multimedia To Enhance Writing Ability.
Kinzer, Charles K.; And Others
A study examined whether students, when removed from a video-based context, were able to transfer the writing-related objectives taught within a curriculum to similar writing tasks. Subjects were 24 sixth-grade, learning disabled students enrolled in a resource room language arts program who participated during the first year of a project. Students participated in a news reporting curriculum for 9 weeks. Group pre- and posttests focusing on writing and comprehension were also administered. Although both video and orally presented prompts produced posttest gains in the number of students who exhibited an increase in the number of categories found in their writing, substantially more students gained in the written/orally presented topic. It appears that the curriculum positively influenced writing when removed from the video context. Students also made gains in comprehending explicit as well as implicit information in written/orally presented news stories, while comprehension of implicit and explicit information in video/broadcast news stories did not change significantly. Results also indicated that students were better able to identify correct information at the end of the 9-week curriculum as well as better able both to identify incorrect information and replace it with appropriate material. These results are consistent with previous results using video-based anchors in literacy instruction as well as in other content areas. (Two figures and four tables of data are included. Seventeen references are attached.) (MG)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: George Peabody Coll. for Teachers, Nashville, TN.