Integrating Reading Science into an Ethnic- and Self-Relevant Context
Description:
This research will develop and evaluate a new tool designed to help children learn to read. Interactive in nature, the tool presents print-sound relations as animators that combine children’s own sounds with animated letters and words that show how sounds are produced. The program will also allow children to create stories thereby incorporating ideas from the community’s culture into the reading material. Thus the community helps create the intervention as opposed to having the intervention done to them.
These innovations will be tested with at-risk early and pre-reading students (pre-K through grade four) from underprivileged areas of East Tampa. Pre- and post-intervention levels of reading will be measured and compared, and should support proposals for future large-scale studies.
Contact Person: Thomas A. Sanocki
Funding for Academic Year: 2006-07