DYNAMIC VISUAL SUPPORT FOR STORY COMPREHENSION AND MENTAL MODEL-BUILDING BY YOUNG, AT-RISK CHILDREN

Multimedia technology allows precise coordination of linguistic and vi sual information and may provide teachers with tools for enhancing lit eracy foundations in children-especially those who might otherwise be at risk for school failure. This research explores the hypothesis that a multimedia environment with dynamic visual support facilitates lang uage comprehension when children listen to short stories. Kindergarten children heard stories in three conditions: Helpful video, in which d ynamic, silent video accompanied the beginning of stories; No video, i n which children only heard the stories; and Minimal video, in which s tatic images of characters and places accompanied the beginning of sto ries. In all conditions, the ending of the story was presented without visual support. Overall, the pattern of results suggests that dynamic visual support can provide a framework for understanding and remember ing linguistic information.