EFFECT OF MULTIMEDIA METHOD OF INSTRUCTION ON READING COMPREHENSION OF STUDENTS WITH DYSLEXIA

Ashwani Kumar

Abstract


There is ample research conducted on comparison of electronic method of instruction versus printed text or traditional method of instruction. The conclusion, however, are not very satisfactory or consistent. Some studies support multimedia method of instruction, whereas, some research studies bring to the conclusion that there is no difference between the multimedia method of instruction and print method. It is argued that electronic storybooks include multimedia features that may support story understanding, but when compared with printed text, it was seen that multimedia method of instruction/multimedia story books lack that tangible feeling that children like the most and keep them with books This study analysis the effect of multimedia method of instruction (Experimental Group) over traditional print method (Control Group) of instruction on reading comprehension of students with dyslexia. Thirty 5th grade students with dyslexia studying in Government Schools of Chandigarh constitute the sample of the study. Fifteen students were taught through Multimedia method of Instruction and acted as Experimental Group and the reaming fifteen students with dyslexia were taught through traditional method (print text) of instruction and acted as Control Group. Design of the study was pretest posttest experimental in nature.

Keywords


Multimedia Method of Instruction, Traditional Method of Instruction, Dyslexia, Reading Comprehension.

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References


Greenlee-Moore, M., & Smith, L. (1996). Interactive computer software: The effects on young children's reading achievement. Reading Psychology, 17(1), 43–64. Retrieved on October 09, 2012 from ERIC database (EJ521363)

Lefever-Davis, S., & Pearman, C. (2005). Early readers and electronic texts: CD-ROM storybook features that influence reading behaviors. The Reading Teacher, 58(5), 446-54. doi: 10.1598/RT.58.5.4

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National Reading Panel. (2000). Teaching Children to Read: Reports of the Subgroups. Washington, DC: National Institute of Child Health and Human Development.

Pearman, C., and Lefever-Davis, S. (2006). Supporting the essential elements with cd-rom storybooks. Reading Horizons, 46(4), 301-313. Retrieved on October 09, 2012 from ERIC database (EJ739343).


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