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Preventing the summer slide: Using c...

Brooke, Joy Anna Thompson.

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Preventing the summer slide: Using closed captioning and same-language subtitling on television as a literacy tool in the home to increase reading achievement.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Preventing the summer slide: Using closed captioning and same-language subtitling on television as a literacy tool in the home to increase reading achievement./
作者:	Brooke, Joy Anna Thompson.
面頁冊數:	195 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.
Contained By:	Dissertation Abstracts International76-12A(E).
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3663883
ISBN:	9781339059211

Preventing the summer slide: Using closed captioning and same-language subtitling on television as a literacy tool in the home to increase reading achievement.
Brooke, Joy Anna Thompson.

Preventing the summer slide: Using closed captioning and same-language subtitling on television as a literacy tool in the home to increase reading achievement. - 195 p.

Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.

Thesis (Ed.D.)--Seattle University, 2015.

This quantitative quasi-experimental comparative study asked to what extent the use of closed captioning and same-language subtitling used during regular television programming and on movies on DVD may be a supplementary literacy tool in the home during the summer months to increase reading achievement and prevent the "summer slide" (or loss of learning) that typically occurs during summer months when students are not in school. Parents of first graders from two Title 1 schools in the greater Seattle urban area constituted the voluntarily sample in this study. The treatment group used closed captioning and same-language subtitling as a literacy tool in the home during the summer months, while the control group did not use this tool in their homes during the summer months. All parents (treatment and control) gave permission to the school to report their child's first grade spring end- of-year (EndYear1) reading oral fluency scores and fall beginning-of-year (BeginYear2) oral reading fluency scores as measured by the DIBELS instrument commonly administered in schools. All parents also answered a parent survey about their child's reading and viewing habits during the summer. Treatment and control group DIBELS scores were compared by computing a 2x2 ANOVA. The treatment group did outperform the control group but these mean scores did not yield significant results.

ISBN: 9781339059211Subjects--Topical Terms:

2122756
Reading instruction.

Preventing the summer slide: Using closed captioning and same-language subtitling on television as a literacy tool in the home to increase reading achievement.
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500 $a Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.
500 $a Adviser: Laurie Stevahn.
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520 $a This quantitative quasi-experimental comparative study asked to what extent the use of closed captioning and same-language subtitling used during regular television programming and on movies on DVD may be a supplementary literacy tool in the home during the summer months to increase reading achievement and prevent the "summer slide" (or loss of learning) that typically occurs during summer months when students are not in school. Parents of first graders from two Title 1 schools in the greater Seattle urban area constituted the voluntarily sample in this study. The treatment group used closed captioning and same-language subtitling as a literacy tool in the home during the summer months, while the control group did not use this tool in their homes during the summer months. All parents (treatment and control) gave permission to the school to report their child's first grade spring end- of-year (EndYear1) reading oral fluency scores and fall beginning-of-year (BeginYear2) oral reading fluency scores as measured by the DIBELS instrument commonly administered in schools. All parents also answered a parent survey about their child's reading and viewing habits during the summer. Treatment and control group DIBELS scores were compared by computing a 2x2 ANOVA. The treatment group did outperform the control group but these mean scores did not yield significant results.
520 $a However, t tests and effect sizes were calculated on change scores and provided promising results. The findings indicated that most of the children in the treatment group increased their fluency scores over the summer unlike the control where several experienced the summer slide in reading. This study is important because it is the first ever conducted in the home. Future studies need to be conducted with larger sample sizes to more definitively reveal the extent to which closed captioning and same-language subtitling could be used in the home as a practical, readily available, and cost-effective tool to increase reading achievement and prevent the summer slide in all types of children from all different backgrounds during the summer months.
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