Teaching Word Recognition to Young Children Who Are at Risk Using Microsoft® PowerPoint™ Coupled With Direct Instruction

Abstract

This article focuses on use of Microsoft Ò PowerPoint TM paired with direct instruction (DI) to teach word recognition to young children at risk. DI has been a widely used teaching method for over 40 years, and is often used to teach emergent literacy skills. Recent DI research with preschoolers at risk has suggested the potential for using scripted, direct instruction-supported PowerPoint TM slides delivered with an LCD projection system to teach word recognition skills. Based on this research, specific instructional strategies for using this technology with children at risk is presented along with suggested scripts for classroom use.

Missing the Boat with Technology Usage in Early Childhood Settings: A 21st Century View of Developmentally Appropriate Practice

“…As noted by Silver-Pacuilla (2006) there has been a ''stunning innovation of technology; it has become easier to use and customize, more powerful and robust, and available at lower costs, making it attractive as part of a school-wide solution [to facilitate learning among students, emphasis added]'' (p. 11). Such technology innovations have increasingly gained presence in the delivery of educational experiences (Loveless and Dore 2002;McGee and Richgels 2006;Peterson-Karlan and Parette 2008;Stephen and Plowman 2003), particularly for young children in some early childhood settings (Blum et al 2009;Parette et al 2009aParette et al , b, 2008a. Although the use of technology in early childhood classrooms and home settings has increased markedly over time (Judge 2006;Plowman et al 2009;Rosen et al 2007;Rosen and Jaruszewicz 2009;Weinberger et al 2009;Zevenbergen 2007), many early childhood classrooms are still lacking in utilization of developmentally appropriate technology methods (Davis et al 2007;Judge 2006;Wilcox et al 2006a, b), often due to a variety of concerns about technology's role in the early childhood curriculum (Finnegan and Austin 2002; National Association for the Education of Young Children 1996; Plowman et al 2009;Wardle 2008).…”

“…As Loveless and Dore observed, ''teachers…are working with pupils who are growing up with ICT [information and communication technology, emphasis added] as a non-remarkable feature of their world, in the same way as an earlier generation took television for granted'' (p. xi). Many of these technologies that are nonremarkable hold the potential to shape children's learning are, in fact, readily available (Parette et al 2009a(Parette et al , 2008a. These readily available technologies have been increasingly demonstrated to have real potential for learning, particularly in helping children develop emergent literacy skills (Meadan et al 2008;Parette et al 2009a, b).…”

“…Four cards are distributed to each student so that they can select pictures of words (ball, pen, cat, dog) with beginning sounds presented ('b', 'p', 'c' and 'd') using the curriculum templates. When she begins her 7-min lesson, the PowerPoint TM slides are sequentially presented, and Mary Anne uses scripted directions and prompts to teach the targeted skills (see Parette et al 2009a;Parette et al2008a). After the lesson is taught, she opens the software application Clicker 5 (Crick Software 2007), a grid writing program used widely in education settings to support literacy activities (Parette et al 2009b), and presents sequences of writing choices (e.g., beginning words in sentence, verbs, objects) from which students can choose.…”

Handy Manny and the Emergent Literacy Technology Toolkit

“…These include: The incorporation of individualized graphics enhances young readers' interest. The evidence base for using Microsoft Ò PowerPoint TM in teaching emergent literacy skills to date is growing , Parette et al 2009a.…”

The Impact of Powerpoint Use on Teacher Sense of Efficacy

“…It facilitates the orderly, coherent structuring of a lecture (Susskind, 2008) it reinforces what is being imparted, it clarifies difficult to grasp issues, it helps to illustrate better key concepts, it consolidates understanding and it supports different learning styles, catering for both the visual and the auditory learner. Its advocates claim it boosts retention (Hassner, 2005) it promotes interest and motivation (James et al, 2006;Parette et al, 2009;Kahraman et al, 2011) and aids in strengthening the teaching effect. Numerous studies on students" perceptions (as cited in (Szabo and Hastings, 2000;Apperson et al, 2008;Susskind, 2008;Kahraman et al, 2011;Hill et al, 2012)) indicate that learners believe that PowerPoint facilitates learning, it makes classes more organized, clear and interesting and they even like professors better, having an overall more favorable attitude toward their education.…”