Discussion

A major factor effecting Reading Growth is: time spent on task and engagement in reading activities. This study examined the impact of incorporating Same-Language-Subtitling (SLS) music/reading activities into special education English classes. The writer predicted that SLS and multi-media technology would increase student engagement and time-on-task behaviors, and further that there would be a corresponding impact on reading growth.

                Simply stated, “SLS is the use of existing subtitling technology applied to song-based" media content (Kothari, 2000, pg. 135). This is similar to Karaoke, where the subtitled text changes color in exact rhythm to the lyrics (or to the dialogue) in a manner that allows even a non-literate viewer to visually track the words as they are performed. With SLS, the audio model can be very dynamic, the instructor can choose lyric or script at any reading level, and teacher and students have the option of creating their own SLS presentations. The available technology allows students to interact with subtitling media as a process and they can create their own SLS multi-media presentations.  This allows for a wide range of repetitive and rehearsed reading opportunities. This technology allows music and audio-visual presentations to reinforce what is basically a repetitive reading activity. While music strongly reinforces this activity, any audio model can be used as a starting base.

                For example, a class would follow a cloze reading script while viewing a projected SLS video. The music video then reinforces what is basically a repetitive reading activity, while the SLS text on screen supplies an accurate visual cuing to the audio model. This activity can easily include elements of rehearsed reading performance.  Just as easily, the activity can be done with a selection of poetry or famous speech. On a more advanced level, the student would locate an audio source, create and edit a script, and create his/her own personalized SLS for presentation to the class.  For example, students could even record themselves reading a poem, or giving a speech to serve as the audio-model for building a presentation. Students can use the Internet to acquire a script or dialogue and a word processing program, plus video editing software to create their own SLS reading presentations. The hard work comes in as the student matches his visual script in time to the audio model.