ERIC Number: ED459429
Record Type: Non-Journal
Publication Date: 2001-Aug-21
Reference Count: N/A
Lyric Reader: Creating Intrinsically Motivating and Culturally Responsive Reading Environments. CIERA Report.
This report addresses the question of whether culturally specific strategies are an effective means for literacy instruction, and how a culturally specific computer-based architecture, the "Lyric Reader," takes advantage of children's existing knowledge and experience to motivate them to read. Given the reading difficulties experienced by many American children and the increasing diversity of the nation's student population, educators are recognizing that reading instruction must take advantage of the knowledge and experiences that individual children bring to the classroom. The report describes a computer-based architecture entitled "Lyric Reader" that combines reading strategies, motivating activities, and personalized guidance with popular rap music and children's song lyrics to present contextualized reading instruction--exemplified by two of its applications, "Rappin' Reader" and "Say Say Oh Playmate." The two are contrasted to show how "Lyric Reader" facilitates pedagogically consistent but contextually unique environments for beginning readers. A third application, "Nursery Rhyme Reader," is under development, as is a tool suite that will allow non-programmers to develop new "Lyric Reader" programs, tasks, and content. Includes 8 figures, 9 tables, and 5 notes. (Contains 18 references.) (NKA)
Descriptors: Comparative Analysis, Computer Assisted Instruction, Culturally Relevant Education, Educational Environment, Literacy, Primary Education, Reading Instruction, Reading Motivation, Reading Strategies
CIERA/University of Michigan, 610 E. University Ave., 1600 SEB, Ann Arbor, MI 48109-1259. Tel: 734-647-6940; Fax: 734-763-1229. Web site: http://www.ciera.org.
Publication Type: Information Analyses
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for the Improvement of Early Reading Achievement, Ann Arbor, MI.