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How Can E-readers Stimulate Phonological Development?

How Can E-readers Stimulate Phonological Development?. Wiesława Ferlacka. 1. Outline. Language & Reading Lexical and Phonological Acquisition First and Second Language Learning Computer-based Reading in EFL Focal Words and Memory Phonological Awareness: Know-how & Know-that

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How Can E-readers Stimulate Phonological Development?

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  1. How Can E-readers Stimulate Phonological Development? Wiesława Ferlacka 1

  2. Outline • Language & Reading • Lexical and Phonological Acquisition • First and Second Language Learning • Computer-based Reading in EFL • Focal Words and Memory • Phonological Awareness:Know-how & Know-that • Phonetic Awareness • Animated Agents: Articulation, Stress • Morphonological Analysis • On Word Boundaries • Fluency • Conclusions 1

  3. Reading and Language ‘Reading is hard labour’ (Davies 1995: 9) predictive skills, vocabulary (Biemiller 2003, Justice et al.. 2005), comprehension, memory, general language development, ... (Sulzby 1985, Fletcher 2003, Coady 1993:4, Stoller et al. 1993: 27-39) interaction, communication with others, reading storybooks,... Expansion of the sound system Expansion of vocabulary (Storkel & Morrisette 2002, Byrne 1995, Wagner et al.1994, Devine 1988) A mere exposure over three readings of a storybook can accelerate word learning (Justice et al. 2005) 1/2

  4. Word as the Key Measuring Unit Importance of Morphology in the Development of Lexicon (Biemiller 2003) Nouns (concrete/abstract) are the easiest to acquire. Then adjectives, verbs, adverbs, and finally other words (Kuczyński 1997:103) • This gradation of difficulty does not correspond with phonological • difficulty, i.e., First & Second Language AcquisitionLexical and Phonological Acquisition • Controversy over Phonic Instruction in Teaching to Read (Buckley 1999, • Byrne et al. 1995; Children with Down’s Syndrome, Spalding/phonograms) and Poland • Predictability of Meaning • Word Structure: Its Orthographic and Phonological Form (ir/regular clusters) • Semantic Associations, etc. • Part of Speech Classification • Word Learnability • Word Pronunceability • Word Storing in Memory: Form and Sound or Meaning (Nation 1990: 35, • Kuczyński 1997:90) • Visualization Potential 2

  5. „A reasonably small numberof words covers a lot of text’ (Nation 2001:12)(mostly function and content words, such as nouns, verbs, adjectives and adverbs)->What does it imply? They are key words for comprehension and word learning Biber et al.. 1998:29-31, 199)A word is ‘simultaneously a semantic, grammatical and phonological unit’ (Kuczyński 1997: 19) -> by acquiring one element we acquire the othersTherefore, research on the relation between lexical and phonological development needs to concentrate on these highly learnable items.Computerized reading has the advantage over paper-based reading in that the process of reading CAN be monitored by the machine.->the role of the teacher

  6. Computer-based Reading and Phonology in EFL (CALL) • Text-Audio Input? • ‘Kill and Drill’ Practice? • Waveform Graphs? (Sobkowiak 1997: 335) • Interactive Reading? (Richmond 1999: 306, Haynes 1993: 48, Meskill 1999: 151) • What IS ‘Interaction’? Games, Clickables and Animation? • The Effectiveness of Electronic Storybooks for Language Teaching (Wood 2001, Brown 1983: 264-265, Levy 1997: 200) • Suprasegmentals /Prosodies Of Language: • Phone Quality • Stress • Fluency and Intonation How Can We Teach Them? 4

  7. Weaving a Web of Associations In absence of a better solution, let us see what the teacher can do… • regular and irregular patterns • the potential traps • reading with a purpose

  8. A sample storybook

  9. Pattern Number Left Context TargetCluster Right Context 1.          ar ou nd 2.        gr ou nd 3.        undergr ou nd 4.        f ou nd 5.          l ou d 6.          cl ou ds 7.          c ou ld(n’t) 8.          gr ou ps 9.        thr ou gh 10.       c ou rt 11.       th ou ght 12.       y ou ng 13.       feroci ou s 14.     furi ou s

  10. Pattern Number Left Context TargetCluster Right Context 1.     c all - 2.  f all ing 3.  f all s 4. t all - 5. t all est 6. - all ow 7.  sh all ow 8. w all ow 9.  all ow - 10. gr ow l 11. cr ow d 12. p ow der 13.  t ow er 14. shall ow - 15. gr ow - 16. wall ow 17. foll ow ed

  11. Lexical and Phonological ScaffoldingArticulation of SoundsWord And Sentence Stress (Typographic Clues and Animated Objects)Morphonological AnalysisSegmentation and ChunkingReading For Fluency and Accuracy(Granström 2004, Software Agents,Cole 2003, Aist 1999-169, Hudson 1984: 43,Sobkowiak 1997: 334, Davies 1995:70 ) Animating the Language: Awareness Raising Meaningful Reading? Mean of Glossed Words: 17%

  12. Phonetic Awareness Through Rhyming Definitions <ean> <een> /i:n/

  13. Developing Phonological Awareness: No rhyme -ick /Ik/ /i:k/

  14. Reading with –ed in Focus: A sample storybook The Teacher as the One who Bridges the Gap between the Learner and Software

  15. Various Narrators: Noticing Chunks of Language and Practicing Connected Speech by Imitation

  16. Where two words meet... It is It is /It/ /Iz/ /It’Iz/

  17. Attractive Mnemo-Phonemics built into a text: Teaching Phone Quality through Animations?

  18. Alliteration in Chunks of Language: http://www.sutton.lincs.sch.uk/index.html

  19. Chunks + Alliteration:

  20. Alliteration in Animation:

  21. Developing Phonemic Awareness: From encoded letters to sounds and words h

  22. Timed Digraph-to-Object Recognition=Emotional Phonetics:

  23. Morphonology – When the Word Falls Apart: The speed of the recording is not customised. What about poor readers? How do we know the reader knows the meaning of a word?

  24. Word Segmentation & Blending:

  25. Agents and Virtual Tutors: Teaching Articulation, Word Stress, Intonation and Meaning Why not a character from the storybook? 2D or 3D? Tutor or companion? Why always present? Specialised areas of assistance? Tandem learning?

  26. How Can E-readers Stimulate Phonological Development ? Thank You For Your Attention

  27. Useful Software: Disney Interactive. 1996. • “Hunchback of Notre Dame – Animated Storybook” • “Winnie The Pooh and the Honey Tree – Animated Storybook” • “101 Dalmatians – Animated Storybook” My Tumble Books at http://www.tumblebooks.com/tumblepad Corel CD Home. 1995- Little Giants • “Blue Tortoise” • “Yellow Hippo” • “Red Rhino” • “Green Bear” Corel CD Home, 1995. • “The Interactive Alphabet” DK Multimedia, 1995-6, Dorling Kindersley Ltd. • “P. B. Bear’s Birthday Party” • “I love the USA – USA Explorer” • “My First Amazing History Explorer” • ”My First Amazing World Explorer” The Learning Company Inc, 1999. – ClueFinders: • 3rd Grade Adventures (ages 7-9+): “The Mystery of Mathra” • 4th Grade Adventures (ages 8-10+): “The Puzzle of the Pyramid” • 5th Grade Adventures (ages 9-11+): “The Secret of the Living Volcano”

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