Weaving Chains of Affect and Cognition: A Young Child's Understanding of CD-ROM Talking Books

Labbo, Linda D.; Kühn, Melanie

doi:10.1080/10862960009548073

Cited by 130 publications

(120 citation statements)

References 19 publications

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“…In general, in agreement with Labbo & Kuhn's (2000) findings, it can be highlighted that ICT allows the students to create and share their works. Some softwares allow them to create graphics and multimedia projects so that they can read and do the activities.…”

Section: With the Use Of Ict Students Seemed To Be Able To Read Moresupporting

confidence: 71%

Pros and Cons of Using ICT in Teaching ESL Reading and Writing

Yunus¹,

Nordin²,

Salehi³

et al. 2013

IES

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Information and Communication Technologies (ICTs) play a major role in creating a new and improved model of teaching and learning. A great number of studies have been conducted to examine the advantages of integrating ICT in language education in general and English as a Second Language (ESL) teaching and learning in particular. However, there is a need for more studies on the disadvantages of using ICT in language education. This study aims to identify both advantages and disadvantages of using ICT in teaching ESL reading and writing. To achieve the aim of the study, a total of 23 secondary school English teachers were interviewed. The teachers were pragmatically and purposively selected from three different areas of Malaysia, 7 teachers from Alor Setar, 8 teachers from Tawau and 8 teachers from Johor Bahru, respectively. This study is a qualitative research in nature because a semi-structured interview was used to examine the teachers' perceptions of pros and cons of using ICT in teaching ESL reading and writing. The findings of the study revealed that attracting students' attention, facilitating students' learning process, helping to improve students' vocabulary knowledge and promoting meaningful learning were regarded as the most important advantages of using ICT in teaching ESL reading and writing. Moreover, disadvantages found included the difficulty in classroom control and students' distraction as well as their tendency to use short forms in writing tasks. The findings of the study are hoped to provide the teachers and policymakers with a better and more accurate picture of advantages and disadvantages of using ICT tools in ESL teaching and learning contexts.

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Section: With the Use Of Ict Students Seemed To Be Able To Read Moresupporting

confidence: 71%

Pros and Cons of Using ICT in Teaching ESL Reading and Writing

Yunus¹,

Nordin²,

Salehi³

et al. 2013

IES

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“…Word reading of school beginners (Miller et al 1994) and kindergarten children (DeJong and Bus 2002;Lewin 2000) also improved following activity with ebooks. Good quality CD-ROM storybooks that contain hotspots which are congruent with and are integrated into the content of the story (called "considerate" e-books, see Labbo and Kuhn 2000) were found to foster children's understanding of the story line (Labbo and Kuhn 2000) and story-recall ability (Underwood and Underwood 1998).…”

Section: Electronic Booksmentioning

confidence: 99%

“…Clicking on a glowing word of the text sometimes provides young children with an explanation of a word whose meaning is still unknown to them. Educators and researchers claim that e-books' various attractive features may be a useful means for supporting young children's language and literacy development (De Jong and Bus 2003;Labbo and Kuhn 2000;Leferver-Davis and Pearman 2005).…”

Section: Electronic Booksmentioning

confidence: 99%

The effects of CD-ROM storybook reading on Israeli children’s early literacy as a function of age group and repeated reading

Korat

2008

Educ Inf Technol

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The effects of reading a CD-ROM storybook on children's early literacy were examined as a function of their age group and the number of times they used the software. The investigation was carried out on 214 children: 108 pre-kindergarten children (aged 4:2 to 5:3) and 106 kindergarten children (aged 5:3-6:4). This population included 107 girls and 107 boys. The children in each group were randomly assigned to one of three groups. The first intervention group was afforded three CD-ROM storybook reading sessions. The second group was afforded five reading sessions and the third group served as a control and was afforded the regular kindergarten program. Pre-and post-intervention early literacy measures included vocabulary, word recognition and phonological awareness. No age group differences were found between the children's early literacy progress after using the software and no interaction was found between age group and the number of reading sessions. Children from both age groups exhibited a similar level of story comprehension. Children who used the software five times exhibited greater progress in word meaning than those who used it three times and children in both of these groups did better than the control group. Children who used the software five times exhibited greater progress in word reading and phonological awareness than children in the control group. Implications for future research and education are discussed.

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“…Studies have reported that the interactive nature of an E-book can sometimes distract from the story itself (De Jong & Bus, 2002;Okolo & Hayes, 1996;Underwood & Underwood, 1996), because many of the incorporated interactive options divert the child's attention from the text (Korat & Shamir, 2004). In addition, "hot" areas that are not well-matched with the story flow may divert the child's thoughts in unplanned directions, not related to the story (Labbo & Kuhn, 2000). Therefore, the appropriate characterization of the E-book platform is essential for the success of its purpose -early literacy development.…”

Section: E-books That Support Literacy Growthmentioning

confidence: 99%

Media Type Influences Preschooler’s Literacy Development: E-book versus Printed Book Reading

Kozminsky

Asher-Sadon²

2013

IJELL

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Traditionally, children's books are in a printed format and shared book reading is done with an adult. In recent years, interactive E-books have become a common medium for children's books and shared book reading is diminishing. This study compared the contribution of book format to the development of literacy in kindergarten children. We constructed an E-book, which included a story and related activities that support literacy development. The E-book was then converted to a printed format. Both formats had identical content, such as embedded graphics and literacy activities, but there were some variations due to media characteristics.Fifty kindergarten children (5 to 6.5 years) were pair assigned to E-book reading (experimental) or printed book reading (control) condition. These pairs were matched on gender and verbal intelligence (PPVT), and they all had some experience with computers. During the first two intervention sessions children were exposed to the story, and in the next three sessions they practiced literacy activities. The E-book group listened to the story and did the activities in a digital format. The printed book group heard the same story from the experimenter, and did the same literacy activities but these were administered by the experimenter. The experimenter was instructed to be passive and just respond to children requests. The participants were tested before the intervention, after they were exposed to the story, and after the literacy practice on a battery of literacy tests: plot understanding, knowledge about print, vocabulary knowledge, phonological awareness, and orthographic awareness. Their level of involvement in the various activities was evaluated at the end of each session.Prior to the intervention, there was no statistically significant difference between the E-book and printed groups on the literacy measures. Following the intervention, the performance of both groups improved on all of the literacy measures. However, performance of the printed book group improved significantly more than the E-book group on knowledge about concepts of print, understanding of the plot, and vocabulary knowledge. The duration of the intervention session was significantly longer for the E-book compared to the print condition and there was no difference among the groups in their level of inMaterial published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is permissible to abstract these works so long as credit is given. To copy in all other cases or to republish or to post on a server or to redistribute to lists requires specific permission and payment of a fee. Contact Publisher@InformingScience.org to request redistribution perm...

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Weaving Chains of Affect and Cognition: A Young Child's Understanding of CD-ROM Talking Books

Cited by 130 publications

References 19 publications

Pros and Cons of Using ICT in Teaching ESL Reading and Writing

Pros and Cons of Using ICT in Teaching ESL Reading and Writing

The effects of CD-ROM storybook reading on Israeli children’s early literacy as a function of age group and repeated reading

Media Type Influences Preschooler’s Literacy Development: E-book versus Printed Book Reading

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