Same-Language-Subtitling (SLS): Using Subtitled Music Video for Reading Growth PROCEEDINGS
Wayne Greg McCall, Carmen Craig, University of Phoenix/ Hawaii D.O.E., United States
EdMedia: World Conference on Educational Media and Technology, in Honolulu, HI, USA ISBN 978-1-880094-73-0 Publisher: Association for the Advancement of Computing in Education (AACE)
Abstract: This paper introduces the use of Same-Language-Subtitling (SLS), or Subtitled-Music-Video as a repeated reading exercise. The purpose of this study is to demonstrate the effectiveness of SLS related activities on Reading Engagement and Reading Proficiency. For the basic SLS exercise students repeatedly viewed brief excerpts of musical video with dynamic subtitles while completing matching cloze-style worksheets. In the advanced SLS activity students used Karafun, a karaoke program, to create and manipulate SLS projects for class presentation. Student attitude, engagement and reading proficiency levels improved during the course of this study. There is a need to develop further applications and lesson plans to take advantage of this learning resource.
McCall, W.G. & Craig, C. (2009). Same-Language-Subtitling (SLS): Using Subtitled Music Video for Reading Growth. In G. Siemens & C. Fulford (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology 2009 (pp. 3983-3992). Association for the Advancement of Computing in Education (AACE).
© 2009 AACE