Content Acquisition Podcasts: Evidence-Based Presentations for Online Literacy Instruction

Content Acquisition Podcasts: Evidence-Based Presentations for Online Literacy Instruction

Jaime True Daley
DOI: 10.4018/978-1-7998-0206-8.ch015
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Literacy professionals expect effective preparation in online courses, but teacher-educators struggle to include vast content during abbreviated semesters. To provide core literacy content using universally designed presentations, teacher-educators developed and tested the efficacy of content acquisition podcasts (CAPs). CAPs deliver critical information through strategically designed videos, made with Microsoft PowerPoint software. Studies reported moderate effect sizes, as literacy professionals significantly improved foundational knowledge, instructional skills, and strategy application. This chapter surveyed CAP research and described how one online course embedded CAPs, which resulted in participants' effectively developing and implementing literacy intervention plans. Recommendations for teacher-educators and researchers were presented.
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Goal Statement

Diagnosis and Instruction of Literacy for teachers of students with disabilities (SWD) aims to meet several of the International Literacy Association’s (ILA) Standards for the Preparation of Literacy Professionals (2018). SWD require access to professionals equipped with a learner-focused perspective (Standard 5) and the ability to develop and implement evidence-based practices to teach them foundational literacy skills (Standard 2). The course focuses on three components from Standard 5 and six components in Standard 2 by explicitly modeling and providing performance feedback. First, candidates conduct informal literacy and interest assessments (ILA 5.3) to inform intervention plans (ILA 5.12) and evaluate their learning contexts for inclusive, equitable practices (ILA 5.2, 2.13). Second, candidates apply foundational literacy knowledge (ILA 2.3, 2.5) to customize intensive evidence-based practices (ILA 2.1) differentiated for various cognitive differences (ILA 2.8, 2.11).

This chapter will first define, describe, and evaluate the efficacy of CAPs for delivering content to pre-service and in-service teachers learning how to teach literacy-specific content in face-to-face settings. The existing research on CAPs supported their use to deliver literacy content knowledge to teacher candidates and practicing teachers but lacks a research-base in hybrid or online courses. The main focus of this chapter presents additional research on using CAPs in Diagnosis and Instruction of Literacy within an online and hybrid course model, in order to determine if learned skills may improve literacy outcomes for children with disabilities in P-12 settings. Two research questions are considered.

  • (1)

    To what extent did CAPs on word analysis (decoding, encoding, high-frequency word reading, and vocabulary) support pre-service and in-service teachers’ ability to develop word study interventions?

  • (2)

    To what extent did individualized training of pre-service and in-service teachers to develop specially designed CAPs support their students’ with disabilities learning of new literacy skills?

Key Terms in this Chapter

Cognitive Load: The amount of work exerted in the brain necessary for the working memory to process and use information. Extraneous cognitive load refers to working to process external stimuli, and germane cognitive load refers to the brain’s processing of information into memory. CAPs reduce cognitive load and improve retention by minimizing competing stimuli to reduce work and improve efficient processing.

Constant Time Delay: Technique for presenting a stimulus to an individual and systematically reducing the time to respond over several trials or sessions of an intervention.

Video Conferencing: Used during the study via Zoom web-hosted face-to-face sessions with screen sharing to coach individual course participants as they learned to develop CAPs for their students with disabilities.

Content Acquisition Podcasts (CAPs): Brief (5-15 minutes) video lectures specially designed using multi-media principles that reduce cognitive load, improve memory retention and skill application of core content delivered in teacher-preparation courses or to P-12 students. CAPs include (1) minimal text coordinated with animated, representative images and detailed audio explanations, (2) pauses for reflection or note-taking, (3) video demonstrations of skills, and/or (4) content derived from peer-reviewed articles or textbooks.

Paragraph Summary Strategy: The process of reading a paragraph and using brief phrases to answer the questions who, what, where, when , and why , as they relate to the paragraph. Then, the individual organizes the phrases into one sentence that summarizes the whole paragraph. This process has also been called paragraph shrinking.

Functional Literacy Goals: Written into individual education plans (IEPs) for students with intellectual disabilities whose education is focused on learning skills related to daily living that are critical to gaining independence and self-determination. Some examples may include learning to read maps, road signs, nutrition labels, and recipes.

Computer-Assisted Instruction: Software tool developed by an educator using research-based design principles to present content stimuli to students and provide appropriate individualized prompts. The interactive process and CAI support intensive, systematic, data-driven intervention.

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