Dynamic visual support for story comprehension and mental model building by young, at-risk children

  • Diana L. M. Sharp
  • John D. Bransford
  • Susan R. Goldman
  • Victoria J. Risko
  • Charles K. Kinzer
  • Nancy J. Vye


Multimedia technology allows precise coordination of linguistic and visual information and may provide teachers with tools for enhancing literacy 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 language comprehension when children listen to short stories. Kindergarten children heard stories in three conditions: Helpful video, in which dynamic, silent video accompanied the beginning of stories; No video, in which children only heard the stories; and Minimal video, in which static images of characters and places accompanied the beginning of stories. 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 remembering linguistic information.


Visual Information Mental Model Educational Technology Static Image Language Comprehension 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© the Association for Educational Communications and Technology 1995

Authors and Affiliations

  • Diana L. M. Sharp
    • 1
  • John D. Bransford
    • 2
  • Susan R. Goldman
    • 3
  • Victoria J. Risko
    • 4
  • Charles K. Kinzer
    • 4
  • Nancy J. Vye
    • 1
  1. 1.Learning Technology CenterUSA
  2. 2.Department of PsychologyLearning Technology CenterUSA
  3. 3.Department of Psychology and Human DevelopmentLearning Technology CenterUSA
  4. 4.Department of Teaching and LearningUSA

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