Editorial: Frontiers in the acquisition of literacy

Fletcher-Flinn, Claire M.

doi:10.3389/fpsyg.2015.01019

Cited by 3 publications

(3 citation statements)

References 13 publications

(13 reference statements)

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“…Significant findings were followed by post hoc tests (i.e., Mann-Whitney U test); two-tailed tests were used with alpha set at 0.017 (0.05/3), using Bonferroni corrections for multiple tests. For effect size, we report the r-statistic (Field 2005). This statistic is qualified as small, medium, and large effects for the values r = 0.10, r = 0.30, and r = 0.50, respectively.…”

Section: Discussionmentioning

confidence: 99%

Supporting Literacy and Digital Literacy Development in Early Childhood Education Using Storytelling Activities

Maureen

Meij

Jong

2018

IJEC

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Educators have increasingly adopted formalized approaches for teaching literacy skills in early childhood education. In line with an emergent critique of this approach, the present study investigated the design and effectiveness of a literacy intervention that blended Gagné's nine events of instructional design with storytelling. Three classes in a public preschool in Indonesia participated in an experimental study involving 45 children, aged 5-6 years. Across 3 weeks, one experimental condition received storytelling activities and a second experimental condition received digital storytelling activities. The control condition received regular literacy classroom activities. Before, and after, the 3-week storytelling intervention, measures of literacy and digital literacy skills were administered to all groups. In the digital storytelling condition, children's literacy skills increased significantly compared to children in the control condition. Other exploratory data analyses suggested that both types of storytelling activities enhanced digital literacy skills. The findings need to be replicated with an extended series of storytelling activities that involve larger groups of participants.

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Section: Discussionmentioning

confidence: 99%

Supporting Literacy and Digital Literacy Development in Early Childhood Education Using Storytelling Activities

Maureen

Meij

Jong

2018

IJEC

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“…In [12], Maddieson discussed the phonetic cues to syllabification and resyllabification within a word in different languages, including Indian languages -Tamil, Kannada, Bengali, and Telugu. In [13], Fletcher discussed the akshara based writing system in Indian languages and the tendency of the formation of akshara units (C * V , where C is a consonant and V is a vowel:where * represents C is optional) during syllabification. In-spite of these analyses on resyllabification within the words,specific works on phonetics and phonology of resyllabification across the word boundary not explored much in the implications of TTS.…”

Section: Introductionmentioning

confidence: 99%

Resyllabification in Indian Languages and Its Implications in Text-to-speech Systems

Mahesh¹,

Prakash

Murthy

2018

Interspeech 2018

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Resyllabification is a phonological process in continuous speech in which the coda of a syllable is converted into the onset of the following syllable, either in the same word or in the subsequent word. This paper presents an analysis of resyllabification across words in different Indian languages and its implications in Indian language text-to-speech (TTS) synthesis systems. The evidence for resyllabification is evaluated based on the acoustic analysis of a read speech corpus of the corresponding language. This study shows that the resyllabification obeys the maximum onset principle and introduces the notion of prominence resyllabification in Indian languages. This paper finds acoustic evidence for total resyllabification. The resyllabification rules obtained are applied to TTS systems. The correctness of the rules is evaluated quantitatively by comparing the acoustic log-likelihood scores of the speech utterances with the original and resyllabified texts, and by performing a pair comparison (PC) listening test on the synthesized speech output. An improvement in the log-likelihood score with the resyllabified text is observed, and the synthesized speech with the resyllabified text is preferred 3 times over those without resyllabification.

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“…To be able to read to learn, children should learn to read (Robinson et al, 2013). There are considerable debates about when children should develop their reading skills and how the acquisition of literacy should manifest itself in the early years (Fletcher-Flinn, 2015).…”

Section: Measuring Literacy and Digital Literacy Developmentmentioning

confidence: 99%

Storytime in early childhood education: designing storytelling activities to enhance (digital) literacy development

Maureen

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Educators have increasingly adopted formalized approaches for teaching literacy skills in early childhood education. In line with an emergent critique of this approach, the present study investigated the design and effectiveness of a literacy intervention that blended Gagné's nine events of instructional design with storytelling. Three classes in a public preschool in Indonesia participated in an experimental study involving 45 children, aged 5 to 6 years. Across three weeks, one experimental condition received storytelling activities and a second experimental condition received digital storytelling activities. The control condition received regular literacy classroom activities. Before, and after, the three-week storytelling intervention, measures of literacy and digital literacy skills were administered to all groups. In the digital storytelling condition, children's literacy skills increased significantly compared to children in the control condition. Other exploratory data analyses suggested that both types of storytelling activities enhanced digital literacy skills. The findings need to be replicated with an extended series of storytelling activities that involve larger groups of participants.

show abstract

Editorial: Frontiers in the acquisition of literacy

Cited by 3 publications

References 13 publications

Supporting Literacy and Digital Literacy Development in Early Childhood Education Using Storytelling Activities

Supporting Literacy and Digital Literacy Development in Early Childhood Education Using Storytelling Activities

Resyllabification in Indian Languages and Its Implications in Text-to-speech Systems

Storytime in early childhood education: designing storytelling activities to enhance (digital) literacy development

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