Multisensory Interactive Digital Text for English Phonics Instruction with Bilingual Beginning Readers

We investigated a technology-based tool for teaching English letter-sound correspondences with bilingual children learning phonologically and typologically distant languages: English and Chinese. We expect that learning about print at the phoneme level may be particularly challenging, given children...

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Bibliographic Details
Published in:Education sciences 2022-11, Vol.12 (11), p.750
Main Authors: O’Brien, Beth A., Seward, Reneé, Zhang, Dongbo
Format: Article
Language:English
Subjects:
Beginning reading
Bilingual education
Bilingual Students
Bilingualism
Chinese English bilingual
Chinese languages
Decoding
digital text
early childhood
Early literacy
Educational technology
English language
Foreign language learning
Grapheme phoneme correspondence
Interactive computer systems
Kindergarten
Language Skills
Learner Engagement
Learning
Letters
Mnemonics
Phoneme Grapheme Correspondence
Phonemes
Phonemics
Phonics
Phonology
picture cue mnemonics
Preschool Children
Reading comprehension
Reading instruction
Reading Skills
Sound
Speaking
Spelling
Students
Teaching
Teaching Methods
Writing
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Summary:We investigated a technology-based tool for teaching English letter-sound correspondences with bilingual children learning phonologically and typologically distant languages: English and Chinese. We expect that learning about print at the phoneme level may be particularly challenging, given children’s experience with the morphosyllabic language of Chinese. This randomized-controlled study with 90 kindergarteners examined the effects of an iPad-based supplementary reading program compared with a control condition. The See Word Reading® program utilized picture-embedded cues for teaching phonics within lessons directed at the letter, word, and text levels. Measures of decoding, word reading, and spelling were taken at the pretest, posttest, and follow-up for both groups. Results showed better gains in word reading for the reading group, indicating the positive impact of this supplementary reading tool. Further, data collected online from the app showed that different types of letter-sound pairings were more challenging to learn, including pairings that are inconsistent and with phonemes that are specific to English.
ISSN:2227-7102
2227-7102
DOI:10.3390/educsci12110750