With the widespread use of computer technology in recent years, more often than not, when given the option, children will spend their time at the computer. This study was based on the premise that it is important to explore the impact of computer-based multimedia on the reading skill development of young children. The investigation focused on reading skill development involving thirteen Grade Four French Immersion students.
In the first instance, the effects of a multimedia enhanced text on student comprehension and vocabulary recognition were measured. Students were instructed to read two separate texts on the computer screen. The first text had no annotations (non-glossed) and the second had a variety of multimedia annotations (glossed). A tracker in the software recorded the number of glosses, the types of glosses, and the length of time that each gloss was consulted by each student. A multiple-choice test assessed vocabulary recognition on both texts. A recall protocol measured comprehension.
Subsequently, the relationship between their media choices and preferred learning style and the impact upon their learning were investigated. Learning styles, also called sensory preferences, sensory channels or sensory-motor modalities, are classified as visual, auditory, kinesthetic and tactual. Dominant Learning Style scores were obtained using The Performance Learning Systems Inc., Learning Styles Inventory.
Several observations arose from this study:
i) Computerized reading of a glossed text compared to a non-glossed text improves the vocabulary recognition of most learners. For tactual and no-preference learners, the media choices they made could be seen as strengths intended to enhance learning.
ii) Visual cues appear to be the preferred media of the young learner irrespective of learning style.
iii) Children with visual and kinesthetic preferences need guidance and monitoring before and during multimedia encounters.