Lyric Reader: Creating Intrinsically Motivating and Culturally Responsive Reading Environments

摘要

Given the reading difficulties experienced by many American children and the increasing diversity of the country's student population, educators are recognizing that reading instruction must take advantage of the knowledge and experiences that individual children bring to the classroom. The author describes a computer-based architecture entitled Lyric Reader that combines reading strategies, motivating activities, and personalized guidance with popular rap music and children's song lyrics to present contextualized reading instruction exemplified by two of its applications, Rappin Reader and Say Say Oh Playmate . The two are contrasted to show how Lyric Reader facilitates pedagogically consistent but contextually unique environments for beginning readers.