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Interactive Vocabulary Instruction Emily Whiteside Technology and Deaf Education Symposium, June 21, 2010.

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Presentation on theme: "Interactive Vocabulary Instruction Emily Whiteside Technology and Deaf Education Symposium, June 21, 2010."— Presentation transcript:

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2 Interactive Vocabulary Instruction Emily Whiteside Technology and Deaf Education Symposium, June 21, 2010

3  Speech/Language Pathologist – With an interest in Deaf/Hard of Hearing Students  Instructional Technologist – Seeking to design, develop, implement, and research a technology solution for vocabulary improvement 2

4 vocabulary 3

5 Hyperlinked, digital learning environments  animated videos of published books  live-action video sign language* interpretation  multimedia instructional activities and games 4

6  Research Project  Examples of Signed Storybooks  Tips and Basics of how to create MMS 5

7  Limited access to language of home or school  Limited incidental vocabulary acquisition  Delayed language development  Poor reading comprehension skills  Social isolation 6

8 Receptive vocabulary skills Multimedia vocabulary instruction  Knowledge  Attitudes  Experiences 7

9 Degree of Loss Profound9 Severe3 Mild1 Type of Loss Sensory-Neural10 Mixed2 Auditory Neuropathy 1 Assistive Listening Device Cochlear Implant 3 FM Listening Device 10 Student Primary Language Spoken English4 ASL9 Home Primary Language Spoken English12 Spoken Spanish1 ASL0 8

10 My hard of hearing students do not understand age-appropriate vocabulary in text, speech, or sign language. 9

11 The selected technology for the intervention was multimedia storybooks with sign language interpretation and accompanying multimedia vocabulary instructional activities.  15 sessions/student – 10.5 hours  90 instructor sessions – 60 hours  5 weeks; 5 books; 5 activities  25 targeted vocabulary words 10

12 Before Word Pretest Word Meaning Pretest Student Perception Survey During Teacher Journal After Word Posttest Word Meaning Posttest Student Perception Survey 11

13 MSDN Word Pretest Word Posttest Meaning Pretest Meaning Posttest Word Difference0.1231* Meaning Difference0.0985** *p <.0031, **p <.0111 Research Question 1: Receptive Vocabulary Achievement 12

14  Student choice  Attention to signing  Game-like activities  Video length  Linguistic complexity Student Engagement Research Question 2: Student Experiences Teacher Reflective Journal 13

15 Group Interaction  Cooperation  Peer Coaching  Shared schema  Argument  Competition  Group size Research Question 2: Student Experiences -Teacher Reflective Journal 14

16  Imitative  Spontaneous  Reading  Word Combinations  Shared Schema  Transfer Communication Research Question 2: -Teacher Reflective Journal - Student Experiences 15

17  Response to media  Media controls  Input device  Interest in technology  Insufficient RAM  Inactive links Interaction with Digital Media Research Question 2: Student Experiences Teacher Reflective Journal 16

18 Percent Occurrence Engagement Peer Interaction Communication Digital Media Interaction Research Question 2: Student Experiences - Teacher Reflective Journal Guiding Question Domains 17

19 Research Question 3: Attitudes - Student Perception Survey Pre-survey Mean Post-survey Mean N = 13 Very Happy A Little Happy A Little Sad Very Sad 18

20 Survey Item MSDM MD 1. My mom reads me a book, but she does not sign I watch a video story with sign language on the computer I learn new words with video stories and computer games I read the same book many times pretest posttest Research Question 3: Attitudes - Student Perception Survey 19

21 Survey Item MSDM MD 2. A teacher shows me a book and signs me a story I watch a video story without signs on the computer, but I can read the captions I use a dictionary to learn new words A teacher shows me how to sign new words I watch a video story many times I know many new words pretest posttest Research Question 3: Attitudes - Student Perception Survey 20

22  Achievement – significant positive  Experiences - positive  Attitude - positive 21

23  Pre/Post vocabulary tests did not discriminate well enough  Many students knew most of the target words prior to instruction  Language barrier for survey  Small sample size  Novelty may have been a factor  Teacher Journal may show bias 22

24  Vocabulary selection  Time-intensive  Transfer of learning  Primary language access  Choice and entertainment  Rich, relevant environment  Implicit/explicit/expressive study 23

25 References Carney, A. E., & Moeller, M. P. (1998). Treatment efficacy: Hearing loss in children [Supplement]. Journal of Speech, Language, and Hearing Research, 41, S61-S81. Retrieved June 22, 2007, from Easterbrooks, S. (1999). Improving practices for students with hearing impairments. Exceptional Child. 65(4), Retrieved June 28,2007, from the PsycINFO database. Golos, D. B. (2006). Using instructional videos in American Sign Language as a tool to facilitate the development of emergent literacy skills in Deaf and hard of hearing preschool children. Ann Arbor, MI: U.M.I. LaSasso, C., & Davey, B. (1987). The relationship between lexical knowledge and reading comprehension for prelingually, profoundly hearing-impaired students. Volta Review, 89(4), Retrieved July 19, 2007, from the PsycINFO database. Loeterman, M., Paul, P., & Donahue, S. (2002). Reading and deaf children. Reading Online. Retrieved June 8, 2007, from Academic Search Premier database. 24

26 25

27 Consider : Audience Constraints Media Think about what you want to do… and think about it again. 26

28 Now plan : It’s all in the details. Goals and Objectives Instructional Strategy Product* 27 * Template available at

29 Finally.... the fun part PowerPoint Movie Maker Discovery Education Streaming CamStudio Audacity Picnik Picasa Flickr Wikimedia Commons 28 * Resources on Handout

30 Media Instruction Interactivity 29

31  Manually  Use existing document (Outline view; New Slide arrow)  Flow chart is blueprint  Save as template before adding content 30 * Template available at

32  Logical  Simple  Descriptive 31 Read me

33  Images: clip art, photos, scanned  Video: commercial or user created  Audio: commercial or user created  Script: definitions, prompts, games, simpler storyline 32

34  Flikr  Wikimedia Commons  Picasa  PowerPoint Clipart  Windows Movie Maker Create File; Save; Stay Put! 33 * Resources on Handout

35  Discovery Learning  Fair Use for class  Restrictions apply  Need a password and username  Download online  Import into Windows Movie Maker  Create File; Save; Stay Put! 34

36  Child-friendly definitions  Simplified story line, if needed  Prompts and Questions  Navigational Instructions 35

37  Voice talent  Signing talent  Singing talent  Acting talent 36

38  Quiet, well-lit room  Extra lights  Tripod and digital camera  Solid backdrop  Contrasting, solid shirts  Script 37

39 Audacity  Definitions  prompts,  Simpler story line  navigational instructions 38

40 Windows Movie Maker  Import images, audio & video clips  Trim clips  Add title, text overlays, and credits. 39

41 Storyboard to the Rescue! Color Font Graphics Audio 40 Video Links Icons Text Animation * Template available at

42 Navigation and Action  Action Buttons  Hyperlinks  Embedded Objects  Animations 41

43  Animations  Embedded Objects  Hyperlinks  Action Buttons Play a Game! 42

44 HORSE 43

45 44 o You picked the goat. o A horse has a mane. o A goat has horns. o Go back and try again.

46 45

47 Test / Repair / Test / Repair... Quality Control Is Key Check links Run through every option Watch someone else use the product 46

48 Template 47 Slideshare.net search Emily Whiteside timedia-storybook-template

49 Licensed for Non-Commercial Reuse 48

50 49 Change colors * Delete image portions * Redraw lines *Windows Meta Files (wmf) only

51 50 Change colors * Delete image portions * Redraw lines. *Windows Meta Files (wmf) only

52 51

53 52 Reuse in: Non-MS Office programs Web sites Movies Adobe Acrobat

54 Emily Whiteside 53


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