26th Annual Student Research Conference
The Effects of Visual Cueing on Phonological Working Memory
Bridget E. Leach* and Megan L. Pattee
Dr. Janet Gooch, Faculty Mentor
The purpose of this study was to explore the utility and effect of simple animation embedded in a PowerPoint presentation on early readers ability to read unfamiliar words. This experiment proposed that visual cueing will enhance the identification of words by lowering cognitive load. Twenty, six-year-olds were tested with a list of first grade vocabulary words recommended by the National Reading Panel. Visual cueing, in the form of simple animation, of the phonemes /i/ /ɛ/ /ae/ embedded in words was provided by random assignment to 10 of the participants (experimental group) while the remaining 10 participants (control group) were introduced to the same 3 phonemes embedded in words without the use of animation. A post-test was administered to determine the number of words identified correctly following treatment. Accuracy and response time were factors of comparison. Results of the study will be shared and clinical implications will be discussed.
Keywords: memory, literacy, visual cueing, powerpoint
Topic(s):Communication Disorders
Psychology
Education
Presentation Type: Oral Paper
Session: 111-5
Location: MG 1096
Time: 9:00