Deep Letter Knowledge for Emerging Literacy Using iPads

使用 iPad 培养新兴识字能力的深层字母知识

• 批准号: 8454926
• 负责人: Jeannine Herron
• 金额: $ 15万
• 依托单位: TALKING FINGERS, INC.
• 依托单位国家: 美国
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-02-20 至 2013-08-19
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8454926
• 关键词: 4 year old; Adolescent; Americas; Apple; Award; Awareness; Books; Businesses; Child; Computer software; Computers; Development; Devices; Drops; Economics; Education; Educational Curriculum; Educational process of instructing; Failure; Fingers; Florida; Future; Glosso-Sterandryl; Health; Health system; Home environment; Instruction; Knowledge; Learning; Letters; Licensing; Linear Models; Mind; Parents; Personal Satisfaction; Phase; Pre-Post Tests; Printing; Process; Questionnaires; Randomized; Reading; Recording of previous events; Records; Reporting; Research; Risk; Role; Sample Size; Schools; Shapes; Sister; Small Business Innovation Research Grant; Social Welfare; Speech; Students; Substance abuse problem; Suggestion; System; Testing; Universities; Vocabulary; Woman; artist; base; cost; design; improved; innovation; instructor; literacy; literate; meetings; programs; public health relevance; social; sound; spelling; teacher; web site

DESCRIPTION (provided by applicant): This project's long-term objective is to improve reading in America, where at present only 25% of fourth graders can read at a "proficient" level and a mere 8% can be called "advanced." The economic well-being, the health, and democratic functioning of the nation all depend on a literate and informed citizenry. Despite overwhelming evidence that phonologically-based instruction is essential for skilled reading, there is widespread lack of knowledge, or denial, of this evidence among instructors of teachers, and teachers. Deep letter knowledge requires that children understand that the words they say are made of different sounds, that those sounds can be represented by drawn shapes called letters, and that these letters, sequenced together, can turn the words they say into words they can see. It is vital to improve teacher development at the early grade levels by providing instruction in phonologically-based approaches to reading. Re-educating vast numbers of instructors and teachers has proved to be a very slow task. Meanwhile children suffer from inadequate instruction. This SBIR project seeks to challenge current practices with a simple, but fundamental, shift in reading instruction: (speech-to-print rather than print-to-speech), by providing a low-cost, well designed, speech-to-print curriculum for iPads, Talking Shapes, for teaching early literacy at home or at school. Specific Aims: Talking Fingers, Inc. will develop and test three iPad stories with 15 games which will become, in Phase 2, a complete curriculum of 7 stories & 35 games. The seven stories are about two sisters who invented the alphabet. Their letters are embedded in pictures that uniquely call to mind both the sound and the shape of the letter--Talking Shapes. The seven stories will cover the 40 sounds of English and the letters that represent those phonemes. Research: Research with 42 four-year-olds (to evaluate feasibility and promise) will be carried out at the Florida State University Schools, and will utilize a randomized delayed treatment control with a pre-mid-posttest design, with students randomly assigned within classrooms to Group 1 (first 6 weeks) or Group 2 (second six weeks). Questions include the following: (1) Do children in Group 1 learn more target letter/sound associations and target words (read and spell) at mid-test compared to the delayed Group 2; (2) How many letters do the G1 students maintain at post-testing; (3) do G1 and G2 students learn similar letters and words? and (4) Does vocabulary moderate the number of letter/sounds and words learned? We will examine pre to mid-test gains, mid-test to post-test and pre to posttest gains on the assessments of Letter- Sounds and Words using general linear modeling ANCOVA. This speech-to-print approach involves integrating letter knowledge, phoneme awareness and phonics into one process: sounding-out (segmenting) and constructing meaningful words. This proposed curriculum is unique and, with positive research results, could inform both teachers and parents about the process and value of systematic phonologically-based learning, could inspire further research, and could serve a pivotal role in improving reading nationwide.

描述（由申请人提供）：该项目的长期目标是提高美国的阅读能力，目前只有 25% 的四年级学生能够达到“熟练”水平的阅读能力，只有 8% 的学生可以称为“高级”水平。国家的经济福祉、健康和民主运作都取决于有文化和见多识广的公民。尽管大量证据表明基于语音的教学对于熟练阅读至关重要，但教师和教师中普遍缺乏知识或否认这一证据。深入的字母知识要求孩子们理解他们所说的单词是由不同的声音组成的，这些声音可以用称为字母的绘制形状来表示，并且这些字母按顺序排列在一起可以将他们所说的单词变成他们可以看到的单词。通过提供基于语音的阅读方法的指导来提高早期年级教师的发展至关重要。事实证明，对大量教员和教师进行再教育是一项非常缓慢的任务。与此同时，孩子们却受到指导不足的困扰。这个 SBIR 项目旨在通过简单但根本性的阅读教学转变来挑战当前的做法：（从语音到打印而不是从打印到语音），通过为 iPad 提供低成本、精心设计的语音到打印课程“Talking Shapes”，用于在家庭或学校教授早期识字能力。具体目标：Talking Fingers, Inc. 将开发并 测试三个 iPad 故事和 15 个游戏，这将在第二阶段成为包含 7 个故事和 35 个游戏的完整课程。这七个故事讲述的是发明字母表的两姐妹的故事。他们的字母嵌入图片中，独特地让人想起字母的声音和形状——会说话的形状。这七个故事将涵盖英语的 40 个发音以及代表这些音素的字母。研究：将在佛罗里达州立大学学校对 42 名四岁儿童进行研究（以评估可行性和前景），并将采用随机延迟治疗对照和前中后测试设计，将学生在教室内随机分配到第 1 组（前 6 周）或第 2 组（后 6 周）。问题包括以下内容：（1）与延迟的第 2 组相比，第 1 组的孩子在中考时是否学到了更多的目标字母/声音关联和目标单词（阅读和拼写）？ (2) G1学生在后测中保留了多少个字母； (3) G1和G2学生学习相似的字母和单词吗？ (4) 词汇量是否会调节所学字母/声音和单词的数量？我们将使用一般线性模型ANCOVA来检查测试前到测试中的增益、测试中到测试后以及测试前到测试后的字母发音和单词评估的增益。这种语音到打印的方法涉及将字母知识、音素意识和语音整合到一个过程中：发音（分段）和构建有意义的单词。该课程是独一无二的，具有积极的研究成果，可以让教师和家长了解系统的基于语音的学习的过程和价值，可以激发进一步的研究，并可以在提高全国范围内的阅读方面发挥关键作用。