Developing reading comprehension with moving image narratives
Cambridge Journal of Education
Taylor & Francis
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Maine, F., & Shields, R. (2015). Developing reading comprehension with moving image narratives. Cambridge Journal of Education, 45 519-535. https://doi.org/10.1080/0305764X.2014.998625
This paper reports the findings from a small-scale exploratory study that investigated how moving-image narratives might enable children to develop transferable reading comprehension strategies. Using short, animated, narrative films, 28 primary-aged children engaged in a 10-week programme that included the explicit instruction of comprehension strategies in small group settings. Baseline and final data relating to children's reading accuracy, rate and comprehension of written texts were gathered using a standardised reading assessment. Findings show that children’s reading comprehension scores showed significant improvement after the programme. Furthermore, reading accuracy scores also improved beyond expected levels even though no decoding of written words had occurred in the programme. While further research is needed, these findings offer a challenge to models of reading that potentially over-simplify the complex relationship between the word recognition and comprehension. More importantly, the findings point at the importance of using alternatives to written texts within the reading curriculum.
comprehension, reading, moving image media, primary literacy
This research was sponsored in part by Film Club (www.filmclub.org) and also supported by a Cambridge Humanities Small Research Grant.
External DOI: https://doi.org/10.1080/0305764X.2014.998625
This record's URL: https://www.repository.cam.ac.uk/handle/1810/246809