A comparison of two types of computer support for reading development

Underwood, Jean

doi:10.1111/1467-9817.00110

Cited by 36 publications

(34 citation statements)

References 11 publications

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“…The flexibility and capability of CALL make it possible to teach virtually anything from problem-solving skills to relatively simple learning by offering text and with animation and sound [5]. CALL appeals to varied learning modalities and consequently meets the diverse needs of individual students.…”

Section: Discussionmentioning

confidence: 99%

Integration of CALL into the Teaching of College English Reading

Sun¹,

Wang²

2013

Proceedings of the Third International Conference on Control, Automation and Systems Engineering

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Abstract-Reforming the teaching mode by integrating CALL into college English reading teaching is a possible and efficient solution to the current situation of college reading teaching. The hypothesis about the efficiency of CALL and its feasibility in Chinese college reading courses are confirmed and computer will act as a device enabling the college students in China to have greater achievement and motivation in reading. The results of this study indicate that CALL is an effective instruction mode in teaching English reading and have practical implications for the administrators, teachers, and students.

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Section: Discussionmentioning

confidence: 99%

Integration of CALL into the Teaching of College English Reading

Sun¹,

Wang²

2013

Proceedings of the Third International Conference on Control, Automation and Systems Engineering

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“…Whilst this scale has been used in other areas of developmental Psychology (e.g. Underwood, 2000), the scale has yet to be applied directly to attachment theory. Given the age range of the current sample, it was necessary to amend the categories.…”

Section: Methodsmentioning

confidence: 99%

Applying Pleck's model of paternal involvement to the study of preschool attachment quality: a proof of concept study

Kennedy

Betts

Dunn

et al. 2014

Early Child Development and Care

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Recent re-conceptualisation of paternal involvement (Pleck, J. H. (2010). Paternal involvement: Revised conceptualization and theoretical linkages with child outcomes. In M. Lamb (Ed.), The role of the father in child development (5th ed., pp. 67-107). London: Wiley), while proving fruitful, has yet to be applied to investigations into what extent a father's level of involvement may affect childpeer interactions in the preschool age range, over and above the effects of motherchild attachment quality and socio-economic status (SES). Patterns of associations between attachment quality, sensitivity and general caregiving behaviours have also yet to be compared in equally involved mothers and fathers. Thirty preschool children (17 males:13 females) with similar SES profiles and their immediate caregivers participated in hour-long observations, conducted in the home. Even when attachment quality was controlled for, children with low paternal involvement were found to have higher levels of child-peer aggression. Further, patterns of effects between caregiver sensitivity, child-caregiver attachment quality and general caregiver interactions were similar for equally involved mothers and fathers. These preliminary data support the concept of applying Pleck's (2010) re-conceptualisation of paternal involvement to preschool attachment, and have implications towards the wider study of child-father attachment. Limitations of the current study and directions for future research are discussed.

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“…We do not need to detail the many forms that such management software takes. Such systems are variously called: Integrated Learning Systems (ILS) (OECD;2001;Underwood, 2002); or Computer Mediated Communication (CMC) (Dore, 2002); or Learning Management systems (LMS) (Nordkvelle and Tosterud, 2003). Along with management of learning has gone the capacity of computers to monitor interactions amongst users and record and store traces of what users do.…”

Section: Visions and Their Ethical Implicationsmentioning

confidence: 99%

“…What do we think of literacy software that attempts to develop reading ability, but does not promote writing? As Underwood (2002) notes: "Boys preferred working with SuccessMaker [a reading program] because they did not have to write stories," (p. 119).…”

Section: Visions and Their Ethical Implicationsmentioning

confidence: 99%

Visions for ICT, Ethics and the Practice of Teachers

Nordkvelle¹,

Olson

2005

Educ Inf Technol

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The "failure" of educational computing is often attributed to deficiencies of practice: resisting teachers and lack of will, competence and sincerity on behalf of the teaching profession. But the complexity of school life and teachers' work has been underestimated by the entrepreneurs of educational computing. Theoretically there is a need to approach this area from a different angle. We will suggest there is a need to reframe the issue of ICT in schools with educational policy and discourse with education, rather than with technology in mind. In order to reach that goal there is a need to inculcate "technology" as an ordinary part of teachers' vocabulary about their own work and as a part of their professional ethos. Teachers need to examine the moral values inherent in their practices and use those values as bases for debate. Not taking up these issues and instead adopting defensive stances is dangerous to the profession. The danger is that defensiveness can be seen by others outside the school as rigidity and play into the hands of those who are impatient with teachers. It would serve teachers well if they had a more robust ability to communicate the nature of the difficulties they face and how they deal with them.

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A comparison of two types of computer support for reading development

Cited by 36 publications

References 11 publications

Integration of CALL into the Teaching of College English Reading

Integration of CALL into the Teaching of College English Reading

Applying Pleck's model of paternal involvement to the study of preschool attachment quality: a proof of concept study

Visions for ICT, Ethics and the Practice of Teachers

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