title: Structure and strategies in children's educational television: the roles of program type and learning strategies in children's learning.
abstract: Educational TV has been consistently linked to children's learning. In this research, educational TV characteristics were identified, coded, and tested for their influence on children's program-specific comprehension and vocabulary outcomes. Study 1 details a content analysis of TV features including a program's macrostructure (i.e., narrative or expository) and learning strategies embedded in the macrostructure that support learning in print-based contexts. In Study 2, regression analyses were used to predict outcomes involving 71 second and third graders (average age=7.63 years). Strategies were categorized as organizing, rehearsing, elaborating, or affective in function. Outcomes were uniformly higher for narrative macrostructures. Strategies used in narratives predicted relatively homogenous relations across outcomes, whereas strategies in expositories predicted quite heterogeneous relations across outcomes.
authors.affiliation: Annenberg School for Communication, University of Pennsylvania, 3620 Walnut Street, Philadelphia, PA 19104, USA. dlinebarger@asc.upenn.edu
authors.forename: Deborah L
authors.initials: DL
authors.lastname: Linebarger
authors.forename: Jessica Taylor
authors.initials: JT
authors.lastname: Piotrowski
mesh_terms: D002648:Child; D032882:Comprehension; D004493:Education; D004522:Educational Status; D005260:Female; D006801:Humans; D019359:Knowledge; D007858:Learning; D008297:Male; D013690:Television; D014825:Vocabulary