Same Language Subtitling (SLS)
is simply the idea of accurately subtitling (on a phonemic level)
the lyrics of existing film songs (or music videos),
in the 'same' language that they are sung in.
Basically, Karaoke text for mass reading!
This approach is both simple and cost effective.
is simply the idea of accurately subtitling (on a phonemic level)
the lyrics of existing film songs (or music videos),
in the 'same' language that they are sung in.
Basically, Karaoke text for mass reading!
This approach is both simple and cost effective.
The Problem:
According to the U.S. National Center for Educational Sciences (NCES) (U.S. Department of Education and the Institute of Education Sciences)
The solution is to enrich media consumption with reading practice.
Same-Language-Subtitling (SLS) is a proven effective method
of reinforcing reading practice through popular media.
See research See student generated samples of SLS
Recognition that SLS works!
According to the U.S. National Center for Educational Sciences (NCES) (U.S. Department of Education and the Institute of Education Sciences)
- Fully 1/3 of all American High School 9th graders read below the 6th-grade equivalence and half of those will be functionally illiterate by the time they reach adulthood
+ 93 million Americans read at or below 'basic' reading levels
+ an additional 95 million Americans struggle with reading comprehension. - Yet, those same teenagers are watching four hours of television per day, plus two hours of music video, and two hours of computer games.
- The majority of American students (and adults in general) consume more than eight hours of media per day.
- (U.S. Department of Education and the Institute of Education Sciences)
The solution is to enrich media consumption with reading practice.
Same-Language-Subtitling (SLS) is a proven effective method
of reinforcing reading practice through popular media.
See research See student generated samples of SLS
Recognition that SLS works!
- In 2013 PlanetRead (Same-Language-Subtitling Use and Research Project)
- received a U.S. Library of Congress Literacy Award as "an innovative program that reinforces literacy skills".
- ‘Best Practices’ in Literacy Promotion and News from the Library of Congress www.PlanetRead.org
- In 2013 the U.S. Department of Education Institute for Education Sciences (IES)
- recognized Same-Language-Subtitling as a promising reading intervention demonstrating significant impact to reading comprehension.
- What Works Clearinghouse, (U.S. Department of Education and the Institute of Education Sciences)
- In 2003, The New York Times cited SLS
- as "One of the most cost-effective ideas in literacy... such subtitles could be used worldwide to increase literacy and cost almost nothing." New York TimesIn 2009, Bill Clinton endorsed SLS:
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In 2009, Bill Clinton endorsed SLS:
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Hack literacy! Add Same-Language-Subtitling to all Music Video!
SLS is a deceptively simple innovation that is already delivering regular and inescapable reading practice to 150+ million viewers worldwide. Eye-tracking research has shown that viewers naturally synchronize the auditory and textual information while watching SLS music video. "When SLS is integrated into popular media, reading happens automatically and subconsciously." PlanetRead
These amateur samples of SLS were produced by high school students as a demonstration of the value that SLS can add to music video.
Important elements of SLS:
- Accurate text (Exactly matching the audio)
- Accurate synchronization (Phonemically matched to audio) (Good quality subtitling impacts reading growth, however, Kinetic subtitling such as Karaoke-style and or 'Bouncing Ball' allows for a closer synchronization between the audio and the text on the phonemic level and has a stronger effect on literacy growth.)
- Engaging Media (High Interest) (Preferably at or above instructional reading level but below frustration level) Music Lyrics have the strongest impact on engagement and therefore strongest potential of impacting reading growth. I have had strong success working with Broadway Musicals and popular music video. I have also used Poetry, famous speeches, audio books, and film clips.
- Clear Vocal Audio (Strong Modeling) ( No fading, diluted, or secondary-artists as in Karaoke)
- Embedded Text (Text can't be turned on or off-----often called 'Hard' Subtitling)
- Repetition (Naturally occurs in song lyrics) and any media that will be replayed, rehearsed or memorized
- Engagement Activity (Cloze-Reading Worksheets, Analysis/Response Questions, Rehearsed Readings, Singing, and Student-produced media)
SLS subtitling and reading activities can use various formats of captioning: Basic Subtitled Text, Bouncing-Ball Text, Karaoke-style Subtitling, Dynamic Text, and Kinetic Typography and even Closed Captioning. The most important element is highly synchronized text.
These amateur samples of SLS were produced by high school students as a demonstration of the value that SLS can add to music video.
These amateur samples of SLS were produced by high school students as a demonstration of the value that SLS can add to music video.
Is 'Closed-Captioned' (CC) subtitling good enough to impact literacy?
- While CC is a good start,
- it does not have the literacy impact of SLS subtitling.
- While regular captioning is definitely a bonus and should be used where available,
- studies indicate that improving the visual quality and increasing the synchronization between visual and auditory model significantly impacts growth in reading fluency and comprehension.
- First, Closed Captioning is not available on most Music Video.
- Second, most media requires CC to be activated.
- Third, and most problematic, the quality of CC often deters the use of CC.
- Fourth, CC is rarily synchronized to the audio and there is often a lag between the audio and the viewed text. This deters the simultaneous processing of audio and text and greatly reduces the impact of CC as a literacy tool.
- studies indicate that improving the visual quality and increasing the synchronization between visual and auditory model significantly impacts growth in reading fluency and comprehension.
- The following short videos compare the regular 'Closed Captioning' (CC) available on most video media to the addition of SLS-style captioning.
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Another factor in SLS is the intentional use of engagement activities.
(This is a sample Engagement Activity)
Listen/watch video at least three times. Respond to the activity:
- Engagement Activity (Cloze-Reading Worksheets, Analysis/Response Questions, Rehearsed Readings, Singing, and Student-produced media)
(This is a sample Engagement Activity)
Listen/watch video at least three times. Respond to the activity:
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1) And if they _________
As Lucifer ___________ The ___________ The sword! ____________! In your multitudes Scarce to be counted ____________ the darkness With order and light You are the sentinels |
2) Explain the reference to ‘Lucifer’. What comparison is Javert making? Why is this ironic?
3) From the context define ‘multitudes’. 4) Find and explain the personification and the allusion 5) From the context define ‘sentinels’. What does this have to do with Javert's mission in life? |
Important elements of SLS:
- Accurate text (Matching the audio)
- Accurate synchronization (Karaoke style or Bouncing Ball allows for a closer synchronization between audio and text on the phonemic level)
- Engaging Media (High Interest) (Preferably at or above instructional reading level but below frustration level)
- Clear Vocal (Strong Audio Model)
- Embedded Text (Text can't be turned on or off-----often called 'Hard' Subtitling)
- Repetition (Naturally occurs in song lyrics) any media that will be replayed, rehearsed or memorized
- Engagement Activity (Cloze-Reading Worksheets, Analysis/Response Questons, Rehearsed Readings/Singing, Student produced media)
This approach is both simple and cost effective. It is not dependent on school systems or fancy educational programs. However, it is dependent on public awareness and demand. Please pass this post and link on to your friends, ask them to join this cause. Also ---use the captioning that is already available. Start demanding and consuming higher quality subtitling services, make it available to your children.
Also see:
BRUCE DEITRICK PRICE Education Researcher and Advocate
The real challenge is how to best get this tool into homes and in front of young children. Bruce Deitrick Price is a tireless advocate for real solutions to our literacy and education crisis. His blogs make excellent reading and should be a mainstay for any Reading Teacher!
Professionally Rendered Kinetic Topography
(If your school blocks Youtube you will not see video below)
On the professional level, Disney corporation deserves a good deal of credit for experimenting with Kinetic Typography and SLS. They have many of their musicals re-edited with 'Sing-Along' text and they have developed some interactive content. Go Disney
References:
http://nces.ed.gov/NAAL/kf_demographics.asp
https://docs.google.com/viewer?url=http://www.planetread.org/pdf/Research%2520Summary_SLS.pdf&pli=1
Most of the 'SLS - lyrics onscreen' samples you will find on this site were done by students as part of a reading literacy demonstration project.
No copyright infringement is intended, these videos are intended to demonstrate the potential educational impact of including dynamic-text-on-screen (SLS) --- especially in the context of popular music.
Same-Language-Subtitling.com may contain copyrighted materials (html/pdf/flash text, audio, video, digital images), the use of which in many cases has not been specifically authorized by the copyright owner(s). These materials include all of the artifacts in "Samples" site area as well as various artifacts in other site areas.
This site makes such material available in the effort to advance understanding of a valuable educational format and to promote the usage of that format in future media projects and educational applications. Same-Language-Subtitling.com believes that the nature and use of the artifacts on this site that are not in the public domain or not the property of the owner of this site constitutes “fair use” of any such material as provided for in section 107 of the U.S. Copyright Act. The material on this site is intended primarily for educational (teaching, research, scholarship) purposes, factual in nature, additive, and distributed freely.
Same-Language-Subtitling.com has no legal authority to grant or deny permission of materials whose copyrights are held elsewhere. If you wish to use copyrighted material from this site for purposes of your own that go beyond “fair use,” you must obtain permission from the copyright owner.
Materials owned by Same-Language-Subtitling.com may be used for research and educational purposes and should be accompanied therein with express acknowledgement of this site. Commercial and other non-educational uses and/or distribution of materials owned by Same-Language-Subtitling.com without the express written consent of the site's owner is prohibited. Please direct requests: owner@Same-Language-Subtitling.com
(If your school blocks Youtube you will not see video below) These amateur samples of SLS were produced by high school students as a demonstration of the value that SLS can add to music video.
References:
http://nces.ed.gov/NAAL/kf_demographics.asp
https://docs.google.com/viewer?url=http://www.planetread.org/pdf/Research%2520Summary_SLS.pdf&pli=1
Most of the 'SLS - lyrics onscreen' samples you will find on this site were done by students as part of a reading literacy demonstration project.
No copyright infringement is intended, these videos are intended to demonstrate the potential educational impact of including dynamic-text-on-screen (SLS) --- especially in the context of popular music.
Same-Language-Subtitling.com may contain copyrighted materials (html/pdf/flash text, audio, video, digital images), the use of which in many cases has not been specifically authorized by the copyright owner(s). These materials include all of the artifacts in "Samples" site area as well as various artifacts in other site areas.
This site makes such material available in the effort to advance understanding of a valuable educational format and to promote the usage of that format in future media projects and educational applications. Same-Language-Subtitling.com believes that the nature and use of the artifacts on this site that are not in the public domain or not the property of the owner of this site constitutes “fair use” of any such material as provided for in section 107 of the U.S. Copyright Act. The material on this site is intended primarily for educational (teaching, research, scholarship) purposes, factual in nature, additive, and distributed freely.
Same-Language-Subtitling.com has no legal authority to grant or deny permission of materials whose copyrights are held elsewhere. If you wish to use copyrighted material from this site for purposes of your own that go beyond “fair use,” you must obtain permission from the copyright owner.
Materials owned by Same-Language-Subtitling.com may be used for research and educational purposes and should be accompanied therein with express acknowledgement of this site. Commercial and other non-educational uses and/or distribution of materials owned by Same-Language-Subtitling.com without the express written consent of the site's owner is prohibited. Please direct requests: owner@Same-Language-Subtitling.com
(If your school blocks Youtube you will not see video below) These amateur samples of SLS were produced by high school students as a demonstration of the value that SLS can add to music video.
