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ERIC Number: ED361652
Record Type: Non-Journal
Publication Date: 1993
Pages: 20
Abstractor: N/A
Reference Count: N/A
Captioned Video and Vocabulary Learning: An Innovative Practice in Literacy Instruction.
Koskinen, Patricia S.; And Others
The addition of captions to television is a technological breakthrough that can be used to enhance the vocabulary and comprehension skills of young readers. Taken together, several studies suggest that captioned television is a motivating medium for below-average readers and bilingual students, and that simultaneous processing (audio/video/text) enhances learning. Of the many uses of captioned video in the development of literacy skills, vocabulary learning appears to be one of the most valuable. A fourth-grade teacher, and other teachers at the same school, have capitalized on the power of video, using it as a way to get children excited about ideas in the world, particularly about science and social studies concepts. Suggestions teachers have found useful when using captioned video include: get to know the equipment; select a high-interest captioned video; preview the video; locate related texts; introduce the video; provide opportunities for rewatching the video; and create a video library. Captioned television captures students' attention, and its multisensory presentation of information decreases the difficulty of learning new words. The combination of the video action with spoken dialogue and printed words is a powerful tool in learning to read. (Contains 19 references.) (RS)
Publication Type: Reports - Descriptive; Guides - Classroom - Teacher; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Reading Research Center, Athens, GA.; National Reading Research Center, College Park, MD.