Exploring the effects of talking book software in UK primary classrooms

Lewin, Cathy

doi:10.1111/1467-9817.00111

Cited by 68 publications

(52 citation statements)

References 7 publications

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“…It concerns activities and games that run on large classic game consoles, specialized consoles, personal computers, smartphones and tablets (Chiong & Shuler, 2010). Researchers such as Klein et al, (2000), Lewin (2000), Segers and Verhoeven (2005), Comaskey, Savage and Abrami, (2009), Zaranis and Kalogiannakis (2011b) document the positive impact of digital applications in the educational development of preschool age children. Other studies show that electronic activities and games attract children and seem to stimulate them in a more constructive manner than the standards the conventional education has adopted so far (Klawe, 1999;Prensky, 2001;Zaranis & Kalogiannakis, 2011a).…”

Section: Digital Activities and Childrenmentioning

confidence: 99%

Using Mobile Devices for Teaching Realistic Mathematics in Kindergarten Education

Zaranis¹,

Kalogiannakis²,

Papadakis³

2013

141

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New ICT tools allow children to take advantage of new learning platforms as well aiding them effectively in attaining new knowledge through activities related to their immediate interests and real life scenarios. Nowadays, computers and digital applications are a part of the daily life of children. In kindergarten education, properly designed digital educational activities can become a very powerful educational tool for efficient and effective learning. The utilization of interactive activities may contribute towards the growth of learning incentives as well as proper mental development in particular areas; such as mathematics and science. Mobile devices have new attractive features and provide considerable advantages in the teaching of mathematics in kindergarten education. Our study proposes the integration of mobile devices, running our own specially designed learning activity applications, in kindergarten classrooms. These applications are based on the three levels of Realistic Mathematics Education (RME) targeting fundamental mathematical concepts for the kindergarten level. We intend to gather information on effectiveness of the incorporation of these devices and applications as leaning tools for kindergarteners.

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Section: Digital Activities and Childrenmentioning

confidence: 99%

Using Mobile Devices for Teaching Realistic Mathematics in Kindergarten Education

Zaranis¹,

Kalogiannakis²,

Papadakis³

2013

141

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“…Olofsson (1992) developed a similar computer program using a Scandinavian textto-speech unit which allowed children to read a text on the screen and use the mouse to request the pronunciation of a word. Others researchers have created similar systems and investigated different types of feedback (Elbro, Ramussen, & Spelling, 1996 in Danish;Lewin, 2000;Underwood, 2000 in English;Van Daal & Reitsma, 1990. There is agreement and evidence that children enjoy using talking books (Littleton, Wood, & Chera, 2004).…”

Section: Computer-aided Learningmentioning

confidence: 99%

Computer‐based training with ortho‐phonological units in dyslexic children: new investigations

et al. 2008

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This study aims to show that training using a computer game incorporating an audio-visual phoneme discrimination task with phonological units, presented simultaneously with orthographic units, might improve literacy skills. Two experiments were conducted, one in secondary schools with dyslexic children (Experiment 1) and the other in a speech-therapy clinic with individual case studies (Experiment 2). A classical pre-test, training, post-test design was used. The main findings indicated an improvement in reading scores after short intensive training (10 h) in Experiment 1 and progress in the reading and spelling scores obtained by the dyslexic children (training for 8 h) in Experiment 2. These results are discussed within the frameworks of both the speech-specific deficit theory of dyslexia and the connectionist models of reading development.

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“…Interactive storybooks on a computer enable children to interact with the story (Anderson, 1992;Underwood & Underwood, 1998) and can thus enhance both vocabulary (Stine, 1993) and text comprehension (Miller, Blackstock, & Miller, 1994). Children just starting to read have also been found to benefit from talking books with accompanying text and reinforcement activities (Lewin, 2000).…”

Section: Content Of Each Cd-rommentioning

confidence: 99%

Multimedia support of early literacy learning

Segers

Verhoeven

2002

Computers & Education

103

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In the present article, the development of a child-friendly computer software program to enhance the early literacy skills of kindergarteners in the Netherlands is described. The ergonomic aspects of designing software for young children are described along with the content of the program in connection with the literature on early literacy. The results of two studies with immigrant kindergarteners trained using the story and the vocabulary part of the program are also reported. After a short amount of training, the vocabulary of the children was found to show significant gains. #

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Exploring the effects of talking book software in UK primary classrooms

Cited by 68 publications

References 7 publications

Using Mobile Devices for Teaching Realistic Mathematics in Kindergarten Education

Using Mobile Devices for Teaching Realistic Mathematics in Kindergarten Education

Computer‐based training with ortho‐phonological units in dyslexic children: new investigations

Multimedia support of early literacy learning

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