Bachelor Thesis

Using animation in computer based application: Enhancing sight word reading.

Name: Sherif Bishara ID: 13-5070 Supervised by: Christian Martin Fischer & Jochen Braun The German University in Cairo Faculty of Applied Sciences and Arts Department of Media Design 27th of June 2011

Using animation in computer based application: Enhancing sight word reading.

Abstract Technology is taking an important role nowadays in making teaching easier. Interactive books, videos and gadgets are now available as new tools for education. However, they may lack the capability of answering students questions interactively. To improve and accelerate reading skills in young children, this paper suggests building an updatable database of animations as a tool for the academic curriculum of reading

Bachelor Thesis . Sherif Bishara . GUC . Media Design . Spring 2011

Using animation in computer based application: Enhancing sight word reading.

Table of contents 1 Introduction 1.1 Historical importance of reading 1.2 Development of reading and related fields 1.3 Existance of yet to be developed visual representations (e.g. Power point and keynote) in Contemporary literacy teaching in young children 1.4 Importance of improving visual representations 2 Literacy 2.1 Verbal literacy 2.2 Visual literacy (role of student to understand) 2.3 Multimodal (combining verbal literacy and visual literacy) 2.4 Role of technology and teacher in helping students understanding literacy 2.4.1 Web based teacher software 3 Implementing technology enhancement using a Flash application as a teaching tool 3.1 Building a sample of an animation database 3.2 Student / teacher interaction 3.3 Homework assistance (availability of the software at home) 4 Application design 4.1 Visual design 4.1.1 Color scheme design 4.1.2 Background design 4.1.3 Button design 4.1.4 Character design 4.2 Animation 4.2.1 Background 4.2.2 Buttons 4.2.3 Frame by frame 4.2.4 Tween 4.2.5 Bones 4.3 Sound 4.3.1 Background 4.3.2 Button 4.4 Action script 5 Testing 6 Conclusion 7 References 1 1 1 1 2 3 3 4 7 8 8 11 11 12 12 14 14 14 14 14 15 16 16 16 16 17 17 17 18 18 18 18 19 20

Bachelor Thesis . Sherif Bishara . GUC . Media Design . Spring 2011

Using animation in computer based application: Enhancing sight word reading.

1-Introduction 1.1-Historical importance of reading It is hard to imagine a world without the written word according to Kate Nation from her article Learning to read words (Nation 1122). Since the beginning of the invention of writing, knowledge spread among humans. Writing became the main tool to transfer history, culture, science and other human values through generations. But what is writing without reading? To prevent the loss of knowledge, humans invented literacy, reading and writing, as a way to communicate and transmit information to upcoming generations. This communication tool has been developed over the years into different forms and shapes. 1.2-Development of reading and related fields It all started with writings on rocks and animal skin. Later on, paper was discovered and was developed in different ways of manufacturing. Creativity was born in the world of writing such as styles, fonts and structure. Then, writing spread widely in the digital world with multiple forms. The usage of screens nowadays has overtaken the use of paper. Computers and portable gadgets such as iPads and Kindles are examples of advanced reading tools of the twenty-first century.

1.3-Existance of yet to be developed visual representations (e.g. Power point and keynote) in Contemporary literacy teaching in young children These advanced reading tools are used today in places such as schools and universities, and even in the work environment. In the teaching field, PowerPoint and Keynote are intensively used in the classrooms to help enhance the students learning process.

Bachelor Thesis . Sherif Bishara . GUC . Media Design . Spring 2011

Using animation in computer based application: Enhancing sight word reading.

1.4-Importance of improving visual representations Although the above tools exist, the impact of visual literacy in the classroom can be explored further through teachers examining their current use of visual elements and comparing visual content of lessons with student achievement, concludes Suzanne Stokes in her study in visual literacy. (Stokes 17) Her statement explains the importance of studying reading further and comprehending literacy to improve the teaching and the learning process in the classroom. To improve and accelerate reading skills in young children, this paper suggests building an updatable database of animations as a tool for the academic curriculum of reading.

Bachelor Thesis . Sherif Bishara . GUC . Media Design . Spring 2011

Using animation in computer based application: Enhancing sight word reading.

2-Literacy 2.1-Verbal literacy In order to understand how young children go through the process of learning to read, we must first dig into the learning phases of reading. We first need to study verbal literacy. One important expression in verbal literacy is sight word reading, mentioned by Linnea C. Ehri, which means memorizing the letters of the word being learned into one unit as a word. (Ehri 167) Ehri further explains that the process of learning sight words involves forming connections between graphemes and phonemes to bond spellings of the words to their pronunciations and meanings in memory. (Ehri 167) She also describes the processes happening in sight word reading and its development as a connectionforming process that bonds spellings to pronunciations in memory. (Ehri 184) She also explains that these bonds are locked with glue consisting of the readers knowledge of the alphabetic system that is activated when specific words are seen and pronounced. She also stresses that knowing the alphabet is an essential part of the learning process to provide the readers with a strong mnemonic that enables sight words learning. It enhances beginners memory for vocabulary words. It influences beginners memory for doubled letters in words. (Ehri 184) In the development of sight word reading, Ehri describes four different phases: pre-alphabetic, partial alphabetic, full alphabetic, and consolidated alphabetic. These phases are labeled to reflect the alphabetic knowledge that is used to connect the sightwords in memory. These phases portray development not only in opaque writing systems such as English but also in transparent orthographies. (Ehri 185) Ehri further explains that some properties of the phases may differ such as the partial alphabetic phase. That phase could have a shorter life in transparent systems because decoding skill emerges sooner. However, decoding skill may
Bachelor Thesis . Sherif Bishara . GUC . Media Design . Spring 2011

Using animation in computer based application: Enhancing sight word reading.

not be sufficient to move readers to the full phase if it is not practiced as a tool for building a sight vocabulary but is simply applied as a strategy for sounding out the letters in words. (Ehri 185) She also insists that sight word reading has more to be learned from research. (Ehri 185) In a different study by Kate Nation, it is explained that when children understand the idea of sight word reading and bonding alphabets with their sounding pronunciation, they have the means to decipher a pronunciation for any printed word, an ability that forms the basis of word reading development. (Nation 1122) This means that when these children hear an oral conversation, they are capable of differentiating between spoken words or nonwords. (Nation 1122) The article goes on describing the importance of phonemic awareness to the early stages of reading when the children are still learning to phonologically decode or sound out words. Nation then introduces a hypothesis by David L. Share which states that lettersound knowledge and rudimentary decoding skill provide young children with a means of translating a printed word into its spoken form. (Nation 1123) 2.2-Visual literacy (role of student to understand) Verbal literacy is only one side of the coin in learning to read; visual literacy captures one of the more fundamental steps in the learning process. Suzanne Stokes stresses over and over again that using visual elements in teaching and learning yields positive results. (Stokes 17) There a number of ways to obtain information from the environment. It may be accomplished in a variety of modes, such as visual literacy, which is the ability to discern meaning conveyed through images. A component of visual literacy is picture reading. (Alberto 234) Arlene Archer explains further that Perhaps it is something about the visual mode or the combination of the visual and written modes that enables

Bachelor Thesis . Sherif Bishara . GUC . Media Design . Spring 2011

Using animation in computer based application: Enhancing sight word reading.

some kind of play between standard Western scientific discourse and other discourses emanating from students life worlds. (Archer 460) Archer then explains that this play as movement between the visual and verbal is often evident in parodic forms, such as cartoons. Whether slippage of meaning occurs as a result of the visual/ verbal nexus, or due to less overt regulation than in more mono-modal texts, it does appear that a semiotic space for different kinds of creativity emerges. (Archer 460) He also describes a paper by Thesen that speaks of the affordances of the visual mode to express personal and affective aspects the detachment that typically goes with linear, rational approaches to essay text literacy is difficult to achieve with the intense emotional involvement that often accompanies responses to image. (Archer 458) Archer insists later on that it is important to highlight that scientific discourse has both visual and verbal realizations (Archer 460) In a different article, Peter Felten explores visual literacy from a more interesting perspective. He states: Western Culture, has come to an end. The new pictorial turn means that images no longer exist primarily to entertain and illustrate. Rather they are becoming central to communication and meaning-making. (Felten 60) Feltens description of visual literacy involves the ability to understand, produce, and use culturally significant images, objects, and visible actions. These skills can be learned in ways analogous to textual literacy. With training and practice, people can develop the ability to recognize, interpret, and employ the distinct syntax and semantics of different visual forms. (Felten 60) He goes on explaining that Living in an image-rich world, however, does not mean students (or faculty and administrators) naturally possess sophisticated visual literacy skills, just as continually listening to an iPod does not teach a person to critically analyze or create music. (Felten 60) He also

Bachelor Thesis . Sherif Bishara . GUC . Media Design . Spring 2011

Using animation in computer based application: Enhancing sight word reading.

explains that being literate unavoidably involves understanding much more than words and texts. (Felten 60) Felten then introduces James Paul Gees stimulating What Video Games Have to Teach Us about Learning and Literacy (2004), a paper which makes a similar argument for what he calls the multimodal principle, that meaning and knowledge are built-up through various modalities (images, texts, symbols, interactions, abstract design, sound, etc.), not just words (p. 210). Felten also introduces a new topic called Cognitive Theory of Multimedia Learning and describes it as a phenomenon that clearly explained both the science and the implications of the human information process system [that] includes dual channels for visual/pictorial and auditory/verbal processing (p. 31). (Felten 61) Another important fact that Felten mentioned was that Research demonstrates that seeing is not simply a process of passive reception of stimuli but also involves active construction of meaning. (Felten 61) He further explains that thinking is inextricably linked to images, and thus, understanding human cognition requires the integration of art and science. (Felten 61) One of the most notable statements by Felten in his paper is that the classroom is perhaps the only place where todays students are not blending, mixing, and matching knowledge drawn from diverse textual sources and communication media (Felten 62) He further describes that a vast literature exists on teaching visual literacy in pre-collegiate settings, relevant higher education literature is only now emerging. (Felten 62) Peter Felten also introduced another paper The Art of Changing the Brain (2002) by James E. Zulls. Felten explains that Zull draws on the biology of learning to argue that faculty should make extensive use of images to help people learn, both by teaching with visuals and by requiring students to use various visual forms to represent what they know. (Felten 62) In an attempt to discuss future

Bachelor Thesis . Sherif Bishara . GUC . Media Design . Spring 2011

Using animation in computer based application: Enhancing sight word reading.

technologies, Felten explains that a range of visual forms, including figures and simulations made possible by new technologies, are essential to effective scientific education. (Felten 62) He claims that using a visual frameworks and mini-maps can help students not only learn content in a biology course but also better understand how scientists think and how the scientific process works. (Felten 62) He finally states that we should outline and assess several approaches to using visual images in the college classroom to promote students capabilities and skills. (Felten 62) 2.3-Multimodal (combining verbal literacy and visual literacy) When literacy comes from a variety of sources, we call this phenomenon Multimodal Literacy. As explained: Good progress has been made towards understanding how children discover the systematic relationship between speech sounds and the letters used to represents those sounds, very early in reading development. (Nation 1121) Kate Nation here introduces the concept of multimodal literacy. Landis explains in details that technology could offer the most promise for the language specialist through the following paths: 1. the achievement of discrete knowledge or skills through artificially intelligent ILS. 2. the highly motivating multimedia programs produced by various commercial programs. 3. the use of multimedia/hypermedia learning tools by teachers and learners to address individual learning problems or tasks. 4. the interpersonal exchange opportunities presented by the many social activities offered by the Internet. 5. the individual access afforded by email and online discussion groups (Landis 66) Marsh explains the matter by declaring that Some argue that literacy is still focused on written language (Kress, 2003), others that it should now be seen as plural in nature and embodying a range of modalities (Cope & Kalantzis, 2000). Just to add to this confusion, phrases which incorporate the word lit-

Bachelor Thesis . Sherif Bishara . GUC . Media Design . Spring 2011

Using animation in computer based application: Enhancing sight word reading.

eracy are now being used to suggest competence in a range of areas emotional literacy, computer literacy and so on. (Marsh 494) Another important note by Stokes is that Learning through orderly, sequential, verbal-mathematical, left-hemisphere tasks is a pattern seen frequently in education (West, 1997). Those whose thought processes are predominantly in the right-hemisphere where visual-spatial and nonverbal cognition activities rule frequently may have difficulty capitalizing on a learning style that is not compatible with their abilities. (Stokes 11) 2.4-Role of technology and teacher in helping students understanding literacy 2.4.1-Web based teacher software Technology and the internet in general are both very important sources for education. Several researchers attempt to prove the importance of technology in the classroom today. One of these researchers, Melodee Landis, explains in her article that For American educators today, the Internet is a vast frontier. While it has been accessible to education-at-large for two decades, only within the past five years has there begun a confluence of the resources, local access, and tools vital for teachers to make the most of the current system. (Landis 63) The internet promotes a phenomenon where students can teach themselves new information. Kate Nation explains that Self-teaching is tested by asking children to read novel words embedded in stories Landis goes on to state that Integrated Learning Systems (ILS), multimedia/hypermedia software and authoring tools, and Internet applications may offer assistance with more traditional language instruction as well as improved tools for language teaching and learning. (Landis 55) Landis also says that The best of these systems feature enticing graphics, consist of entertaining content, have a clear focus on the skills/content to be mastered,

Bachelor Thesis . Sherif Bishara . GUC . Media Design . Spring 2011

Using animation in computer based application: Enhancing sight word reading.

and provide intelligent responses to each of the individual users inputs. He explains that this is meant that if a student provides a wrong answer to a question, the program would automatically take the student through the material again (hopefully, in a new way). He further highlights that if the student provides a correct answer, the program automatically moves the student along to new material. He describes this as behavior modification at its most sophisticated. (Landis 57) ILSs and other quality computer-based instruction (CBI) programs (1) have shown positive effects on learning as measured by standardized achievement tests, (2) are motivating for students, (3) are accepted by more teachers than other technologies and are widely supported by administrators, parents, politicians, and the public in general (Coley, Cradler, & Engel, 1997; Presidents Committee of Advisors on Science and Technology, 1997; Reeves, 1998). (Landis 58) Landis also claims: More and more charming programs are being produced with high-level graphics, easeof-use characteristics combined with quality learning/ thinking objectivese.g., Arthurs Thinking Games (Brown, 1993), Thinking Things (EdMark, 1995), and Myst (Cyan, Inc., 1998). (Landis 59) He affirms that high-tech games develop skills essential to the language of this new generation (Tapscott, 1998)! (Landis 60) Landis also stresses that Teaching approaches shifted from teacher-centered, control oriented procedures to more student-centered, collaborative activity. (Landis 60) Articles such as Englerts take a different perspective, they state that students attempting the cloze task using paper and pencil sought frequent feedback and instructional assistance from the teacher. (Englert 369) Englert further explains that Observational data showed that students in this condition were not independent, and the teacher herself expressed the concern that she was being constantly interrupted during her reading

Bachelor Thesis . Sherif Bishara . GUC . Media Design . Spring 2011

Using animation in computer based application: Enhancing sight word reading.

group instruction to provide support to students doing the paper-and-pencil task. (Englert 369) Therefore, students were not able to perform the task without support, and they resorted to recruiting their own tutors to instruct them in the words and to receive feedback. Englert stresses that the technology condition seemed to be more efficient for the teacher and students, affording higher levels of weekly accuracy in students (Englert 369) He goes on saying that technology was decreasing the time that students spent seeking additional information (Englert 369) and that there was immediate feedback on demand using the text-to-speech functions of TELE-Web. (Englert 369) TELE-Web is an internet application that Englert used for his research. He explains: Students attained higher word recognition and reading achievement outcomes when they had access to the rehearsal and practice opportunities afforded them through the technology interface of TELE-Web. (Englert 369) One of the most important claims from Englert was that technology itself did not teach the students to recognize the words, but it did seem to complement, extend, and support the reading instruction of the teacher by providing direct practice on targeted sight words. (Englert 369) This means that the technology was highly empowering the learning process of the students and helped them learn better and faster. In his research process, he claimed that the use of text-to-speech functions for accessing speech feedback, the use of self-checking functions, and the retrieval of feedback or accuracy scores to monitor their performance on practice items were extremely useful. (Englert 369) Englert finally reaffirms that TELE-Web did not replace reading instruction and fluency-building activity, it seemed to offer an excellent supplemental technology that provided a more active form of word rehearsal than paper-and-pencil exercises (Englert 370)

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Using animation in computer based application: Enhancing sight word reading.

3-Implementing technology enhancement using a Flash application as a teaching tool As mentioned before, the more modes multimodal the teaching is applied, students use more kinds of memory, the more efficiently learning is achieved. In this thesis, the software project applied is Flash. It is able to support visuals (such as drawings and animations), sound, and Action Script 3.0 programming language, which organizes the audiovisual process to attain to the best understanding possible of the user. The main aim would be to connect written words with animation to enhance the verbal literacy using visuals. 3.1-Building a sample of an animation database As kids significantly interact with moving image, animation

would be best fitting in this kind of software. A sample of the database is being built, and the first characters to be animated are: a dog and a cat drinking milk. Based on the entry of text in Flash Action Script 3.0, the character with its specific scene is selected. First, a dog sitting down and moving its tail, then another entry would be for the dog to be drinking milk from a pot. The other character (the cat) has also similar animation. One of them is a cat sitting down, and another one is a cat drinking milk too. The little differences of the visuals (cat only / cat and pot of milk) are the guide to let the student distinguish the verbal little differences too. For example: (The dog) and (The dog drink milk). By practicing more and having more input in the different kinds of memories, the student step by step gets to understand the look of the word The dog, and maybe just dog. Of course, the assistance of the teacher in the beginning is mandatory to explain how the word is pronounced, considering that the student isnt able to read yet.

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Using animation in computer based application: Enhancing sight word reading.

3.2-Student / teacher interaction The teacher is the first user of this software because hes the one

who is able to read so far. He/she then writes in the writing exercise the sentence to make an order of animation. The teaching process in the beginning depends on the relation between the teacher and student, how he/ she explains the concept of letters to the student, and he/she letting the kid ask questions afterwards. This software is specially designed to cope with the questions of the pupil. First, the teacher fills a text box with a word (for example: Dog). Then, depending on the discussion between the teacher and the student, they might agree that one of the activities the dog does is drinking milk. So the new writing in the text box will be (for example: Dog drinking milk), and accordingly the animation will be changed to a dog drinking milk. If the student mentions more about the dog, and the database doesnt include what the kid said, the teacher goes to a forum on the internet that waits for feedback, hence updates take place and the database gets even bigger. In a computer world, that is no problem to have a flexible database that can get bigger including more written and visual animations in it. So this application gives the chance of a flexible teaching, and not necessarily having the same exact sequence of words like how it is in a book with paper pages that doesnt change orders, and doesnt easily increase its database, and doesnt even include multimedia (sound, animation, editable text etc). 3.3-Homework assistance (availability of the software at home) This application can be given to students to put it back home on their own computers, or even can be reached through Internet. This way, the students have the chance to practice at home until they meet their teacher again. Considering the age of targeted users of this software project (low reading skills students), writing wont be a good solu-

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Using animation in computer based application: Enhancing sight word reading.

tion to practice at home. So a reading option is added in the application, and the pupil only needs to observe drawings on buttons and listen to their sounds, then click on a button of them that will show the animation with the according text above it. This way, the student can still practice at home on sight word reading depending on the audio and visual memory that were being developed back in class with the teachers input. So the more practice the kid is able to have back at home, the better possibility of achieving visual / verbal literacy, hence sight word reading gets developed and reading skills gets stronger, or rather start.

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Using animation in computer based application: Enhancing sight word reading.

4-Application design 4.1-Visual design Design of what is seen, and watched carefully along the interaction with the software. A special design is done to fit the understanding of the students, and to make them excited about being involved in using the application. 4.1.1-Colour scheme design Usage of primary colors (Red, green, blue, yellow) makes the animation alive. Usage of gradient for the background sky pattern gives a feeling of space where the animated characters will be placed. Buttons are colored in orange, which is a friendly bright color that can be exciting for the student who is a young kid. The characters and the items they interact with, they have black outline, which distinguishes them from the background, and make the visual focus on the moving characters and the objects around them (e.g. pot of milk). (fig. 1) 4.1.2-Background design Creating spatial volume using colors of the sky (a gradient from blue to white), and making a mask with a transparent pattern that has a central direction (fig. 2). The volume is necessary to perceive the empty place that will let the animated character fit in easily, without feeling squashed. 4.1.3-Button design There are six types of buttons displayed in the application. In welcome screen frame, two wide red buttons are highlighted at a side, to make them look three-dimensional (fig. 2). They look a bit bulky so that it would feel that the user is opening a bulky door that leads to a better world with more information. The bulky white Cheeseburger font with white stroke also adds to the weight of the door that is being opened to the world with knowledge and learning. Lesson buttons (fig. 3) are orange squares with a white outline, and a bulky white font inside, where it is written the number of the level one would like to achieve.
Bachelor Thesis . Sherif Bishara . GUC . Media Design . Spring 2011

(fig. 1)

(fig. 2)

(fig. 3)

(fig. 4)

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Using animation in computer based application: Enhancing sight word reading.

Such a bright color, different than the primary colors, makes an attraction effect to let the student immediately pick one of the choices. The third kind of button is the one for the buttons that are used for the reading exercise (fig. 4), so it doesnt include writing on it, but has drawings instead, so the student, even if he/she cant identify by letters and words which option he/she wants to select, he/she would easily be able to pick the drawn situation on the medium size orange button, that is still having an attracting color for the new level. Fourth kind of buttons is also a basic shape, which is a little circle (fig. 2). One is for the volume activation or deactivation for the background music. The other one is the exit button. They are relatively small buttons, because they are not the most used in the application, and it is not preferred to click on any of them by accident. Fifth type of button is the face of a teacher that declares whether the writing of the user in the writing exercise did good spelling or not by smiling or having a sad face (fig. 5). Sixth button is the back button that is a similar to the sound and exit buttons, same colors and size but in a square frame because it is more used (fig.3). 4.1.4-Character design The inspiration of the drawing and modeling of the dog (fig. (fig. 7) * (fig. 6) (fig. 5)

6) are mainly influenced by the dogs in Pixars UP (fig. 7). A combination of the rottweiler and the bulldog, and making smoother curves. The color inspiration is from Tom & Jerry (fig. 8). Chubby and curvy animals give the feeling of animal youngsters, who might be the same age as the user as being a kid. This gives a sense of familiarity with the characters, and feeling like one family, or caring for each other, in the way of the emotional thinking of the young kids. (fig. 8) *

* http://socialsciencelite.blogspot.com/2009/06/thoughts-on-pixars-up-race-makes.html * http://www.caninest.com/famous-cartoon-dogs/

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4.2-Animation The motion of visual components is very much effective in grabbing the attention. Also the animation of the objects drawn in the software application is giving quite a guide for the user to know easier where to look at, and where to focus. Animation also causes emotional reaction of the user, which lets him/her be more involved and concentrating, hence interacting and having more experience. 4.2.1-Background An effect of continuously rotating bright stripes along the gradient sky colors gives a feeling that the sun is active, and the day is alive. That shall make the user concentrate more, as this rotation doesnt stop the whole time of using the application, 4.2.2-Buttons What is seen must require a critical viewer. (Felten 61) Animations of buttons getting bigger and smaller make the user get the feeling that it is an actual button. By simply rescaling the button, when the mouse hovers over the button, the button gets bigger, and seems like stepping out of its layer to be ready to be clicked. This simple animation emphasizes the clarity of a buttons existence. Each of the softwares steps appears sliding sideways, which give an impression of turning the page of a book. It makes the process clear that a newer step is being taken. 4.2.3-Frame by frame Animation can be created frame by frame, which means drawing poses in motion by drawing consecutive positions on consecutive frames. This method is different from using main key frames then adding in-betweens. In Adobe Flash, some motions need to be expressed with a frame by frame method, and using the help of onionskin to make the in-betweens much easier and more accurate. This technique lets the animator be aware

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Using animation in computer based application: Enhancing sight word reading.

of every single frame in the animation, but it needs in fact a lot of work, and this is not the most accurate technique to use, from the point of view of digital worlds. For example, the head of the dog was done in a frame by frame. 4.2.4-Tween The motion tween or classic tween are two methods used digitally to move and animate objects on a computer based animation. This tool was used in animating the tail of the dog, because it is not geometrically complicated object, and it is mostly like a straight line. Sometimes motion tween is not the best option to animate computer visuals, especially if there is something sophisticated and unfamiliar. One must know that in digital animation, there is no fully automated motion, and the designer always has to interfere with the standard motion tween performance. 4.2.5-Bones The bone tool is another tool for digital animation. It connects the selected components together, and adds rotation axes between them, so the drawings wont be unintentionally separated. This technique was mainly used in the animation of the limbs of the dog. It is sufficient for the prevention of separation of the animated drawings that are supposed to be linked together. But still, the designer has to refine the motion and the drawings themselves after applying the bone tool, taking care of every single frame. 4.3-Sound Sound is one of the most effective factors of grabbing attention and adding to memory. By displaying sound that is related to the other components of the software, it becomes easier for the student to remember and understand what is being displayed in front of him/her. As much as the sound matches the visuals, as strong the information will stay safe in the memory of the student.

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Using animation in computer based application: Enhancing sight word reading.

4.3.1-Background The music theme of the comedy show Seinfeld is looping at the background layer of sound. It is well heard, but having the least volume of all other sounds. Using a midi kind of music is simpler than a full version of real instruments. It fits more the digital world displayed in the software. The style of the song give a kind of funny feeling in a relaxed way, which lets the user of the application quietly enjoy him/herself going through the software. 4.3.2-Button When the mouse hovers over a button, it gives a short sound that takes less than a second. The immediate sound display appearing as a reaction of the cursor stepping on a button give the impression as if the button was knocked and it is taking a volume and not just a thin drawing layer. 4.4-Action script Handling the software becomes more sophisticated when the designer applies programming. Coding gives fixed task for each button, and links every component with the other. In Flash, Action Script 3.0 is the type of programming language used in the software. Each button gets an identity with an instance name; hence each button obtains the right function through a time-based code. The main task of the usage of programming in this case is maintaining the navigation between different slides and exercise levels. 5-Testing Testing will be made on kids from 4 to 6 years old, who are newly introduced to alphabets. It will examine how accurate he/she will be guided to focus on the right buttons, and check if he/she can relate animation with words and sound, and finally see if he/she can use the application alone without guidance.

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6-Conclusion The ability of reading and the verbal literacy can be improved by various ways. The more technology gets into teaching process, the more sophisticated, easier and efficient learning becomes. By experiencing a multimodal application, more human body memories are used, and information is strongly sticking and better understood. The design of the application has to adapt to the users to fit their process of understanding and points of interest. In this thesis, the case of reading beginners, a special kind of visuals, audio and text adds a lot to an easier learning. Moreover, when the student happen to be able to depend on himself in using the software, the learning process becomes much faster than only waiting for the teacher to help. This software project has an updatable database that can make the content of teaching limitlessly increasing. Further application can develop a way of spontaneously generating totally new visuals by adding some descriptions for the design and animation, so even the design itself can fit different types and ages of students, hence supports a wider target group. More studies can build a way of observing the progress of the ability to read, and even give suggestions to the exercises needed to redo and ameliorate.

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Using animation in computer based application: Enhancing sight word reading.

References Alberto, Paul A., et al. Components of Visual Literacy: Teaching Logos. Focus on Autism and Other Developmental Disabilities 22.4 (2007): 234-43. Print. Archer, Arlene. A Multimodal Approach to AcademicLiteracies:Problematising the Visual/Verbal Divide. Language and Education 20.6 (2006): 449-62. Print. Felten, Peter. Visual Literacy. Change: The Magazine of Higher Learning 40.6 (2008): 60-64. Print. Landis, Melodee. Language and Literacy, Digitally Speaking. Topics in Language Disorders 22.4 (2002): 55-69. Print. Linnea, C. Ehri. Learning to Read Words: Theory, Findings, and Issues. Scientific Studies of Reading 9.2 (2005): 167-88. Print. Marsh, Jackie. Emergent Media Literacy: Digital Animation in Early Childhood. Language and Education 20.6 (2006): 493-506. Print. Nation, Kate. Learning to Read Words. The Quarterly Journal of Experimental Psychology 61.8 (2008): 1121-33. Print. Romig, Nancy, et al. Learning to Read Words: The E Fects of Internet-Based Software on the Improvement of Reading Performance. Remedial and Special Education 26.6 (2005): 357-71. Print. Stokes, Suzanne. Vsual Literacy in Teaching and Learning: A Literature Perspective. Electronic Journal for the Integration of Technology in Education 1.1. Print.

Pictures references * http://socialsciencelite.blogspot.com/2009/06/thoughts-on-pixars-up-race-makes.html * http://www.caninest.com/famous-cartoon-dogs/

Bachelor Thesis . Sherif Bishara . GUC . Media Design . Spring 2011

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