Use of Technology for Literacy Acquisition Among Children with Communication Difficulties

Hetzroni, Orit E.

doi:10.1007/978-94-007-5119-4_15

Cited by 3 publications

(1 citation statement)

References 49 publications

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“…This reality has thus prompted educators, together with researchers, to search for and construct new tools to help young children overcome their difficulties (APA, 2013;NJCLD, 2006). One product of this research is the recognition of the e-book's potential to support emerging literacy, thanks to its to multisensory learning (visual, auditory, and sensory) platform, mediated by learning tools such as e-books (hetzroni, 2004;Lipka, Lesaux, & Siegel, 2006). This article therefore refers to one such study, aimed at providing metacognitive guidance to ALD kindergartners by means of an educational e-book.…”

Section: Kindergartners At Risk For Learning Disabilitiesmentioning

confidence: 99%

Expanding the Boundaries of Kindergartners’ E-book Reading: Metacognitive Guidance for E-book Support among Young Children at Risk for Learning Disabilities

Shamir

2017

Teachers College Record: The Voice of Scholarship in Education

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The increasing range and number of electronic books (e-books) available in the children's book market has motivated educators and researchers to investigate how well these platforms can contribute to advancing emergent literacy. Such research has nonetheless been conducted on a much smaller scale in the area of self-regulated learning (SRL) with e-books targeted at young children at risk for learning disabilities. The article discusses recent research conducted with kindergartners 4.5 to 7.0 years old. In the research reported, the 78 participants were randomly divided into three groups of equal size: experimental (educational e-book with meta-cognitive guidance), experimental (educational e-book without metacognitive guidance), and control (the regular kindergarten program). The findings indicated that the metacognitive guidance embedded in the educational e-book supported phonological awareness (rhyming) but not vocabulary acquisition.

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Section: Kindergartners At Risk For Learning Disabilitiesmentioning

confidence: 99%

Expanding the Boundaries of Kindergartners’ E-book Reading: Metacognitive Guidance for E-book Support among Young Children at Risk for Learning Disabilities

Shamir

2017

Teachers College Record: The Voice of Scholarship in Education

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iPads for Teaching Graphic Symbols to People With Autism Spectrum Disorder

Hetzroni

Israel

2019

J Cogn Educ Psych

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Individuals with low functioning autism spectrum disorders (LFASD) who demonstrate significant cognitive and communication needs benefit from using technology for learning graphic symbols for enhancing participation. This study investigated if an iPad application would increase identification of graphic symbols by children and adults with LFASD. Adults and children with LFASD used an application to learn 15 graphic symbols. Participants were able to focus for the duration of the activity and use the educational software for learning graphic symbols. By the end to the study, 50% of the participants in both groups recognized the meaning of more symbols after intervention. iPad use enabled control of the stimulus by reducing communication barriers, which increased participants' ability to learn symbols. Even participants with little ability to focus were able to complete the whole activity. Technology enabled learning of most of the symbols though the specially created application.

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Assistive Technology Interventions and Equity Within Literacy Instruction

Lipson

2022

Advances in Educational Marketing, Administration, and Leadership

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This study examines ways to provide assistive technology interventions within literacy courses for adolescents and young adults with disabilities. Instead of separating students from their peers during reading and writing assignments, literacy teachers who implement assistive technology can support equitable access to school curricula and technology-based learning resources. Unresolved questions about teacher training and accessibility led to the problem statement: What technology resources have special education service providers found useful during literacy instruction for students with support needs? Research reporting findings from intervention studies and/or interviews with educators showed differences between activity systems in secondary and post-secondary environments. Teachers' beliefs and expectations about student characteristics and the need for individual assistance could contribute to inequities in access to literacy instruction. The thematic analysis revealed practices within literacy classes that can decrease or maintain inequities for students with support needs.

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Use of Technology for Literacy Acquisition Among Children with Communication Difficulties

Cited by 3 publications

References 49 publications

Expanding the Boundaries of Kindergartners’ E-book Reading: Metacognitive Guidance for E-book Support among Young Children at Risk for Learning Disabilities

Expanding the Boundaries of Kindergartners’ E-book Reading: Metacognitive Guidance for E-book Support among Young Children at Risk for Learning Disabilities

iPads for Teaching Graphic Symbols to People With Autism Spectrum Disorder

Assistive Technology Interventions and Equity Within Literacy Instruction

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