Computer‐assisted learning to read and spell: results from two pilot studies

Daal, Victor H. P. van; Reitsma, P. H.

doi:10.1111/1467-9817.00113

Cited by 70 publications

(45 citation statements)

References 13 publications

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“…Examining the effects of providing an additional literacy instruction resource demonstrated that an adaptable integrated learning system (ILS) program led to higher levels of reading performance for kindergarten children and reduced the level of off-task behavior during instructional times (van Daal & Reitsma, 2000). The data mirrored Foster et al's (1994) findings with the DaisyQuest in early childhood care facilities.…”

Section: Computer As Supplemental Instructionmentioning

confidence: 58%

“…Where a newer ILS is anticipated to move beyond the previous generation of CAI is in providing additional content and adaptability, overcoming the primary limitations to standard CAI packages. However, positive gains attributed to the ILS are primarily noted only in conditions where there has been ''strong implementation,'' as compared to weak implementations that are characterized by partial or inconsistent use of the materials (van Daal & Reitsma, 2000).…”

Section: Computer As Supplemental Instructionmentioning

confidence: 99%

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The Impact of a Structured Integrated Learning System on First-Grade Students' Reading Gains

Cassady

Smith

2005

Reading & Writing Quarterly

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This study examined the effects of the Waterford Early Reading Program on reading achievement gains across the first-grade year. The results of this longitudinal analysis demonstrated meaningfully greater gains on reading achievement for those with access to the Integrated learning system (ILS) (g 2 ¼ .10). Furthermore, the positive effects associated with access to the ILS were greatest for students demonstrating the lowest initial reading skills-those with reading skills at or below the 25th percentile at the beginning of first grade (g 2 ¼ .43). The results are interpreted as support for the ILS in early reading instruction, provided that the ILS is fully integrated into the teachers' reading curriculum and is not used as a stand-alone program.Perspectives on the utility and efficacy of including educational technology in early elementary classrooms range across a wide spectrum of opinion and theory, often guided by limited data. Clark (1994) summarizes the skeptic's view well when he asserts that ''media will never influence learning,'' arguing that it is the method, not the medium, of presenting information that determines learning outcomes. Clark insists that the field of educational technology has done a poor job of demonstrating any particular learning outcomes that can be generated solely through the use of multimedia presentations,

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Section: Computer As Supplemental Instructionmentioning

confidence: 58%

Section: Computer As Supplemental Instructionmentioning

confidence: 99%

The Impact of a Structured Integrated Learning System on First-Grade Students' Reading Gains

Cassady

Smith

2005

Reading & Writing Quarterly

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“…Research has confirmed that by engaging children in enjoyable active learning, what Underwood and Underwood (1998) call edutainment, computerassisted learning promotes language and literacy development (Marsh et al, 2005;Reinking, 1997;Underwood & Underwood, 1998;Valmont, 2000) at the same time that it stimulates motivation to learn. Van Daal and Reitsma (2000) have attributed the positive learning impacts observed among children with low reading motivation and strong feelings of insecurity regarding their learning capacities to the more-structured nature of computer-based learning (when compared to regular classroom instruction), the immediate feedback given by the computer as well as the fact that children using computer technologies become sufficiently involved to remain task-focused for greater lengths of time. With respect to children with special needs, research has indicated that computerized technologies can provide exciting and interesting experiences as well as help improve emergent literacy and writing (Lonigan et al, 2003;Margalit & Roth, 1989;Mioduser, Tur-Kaspa, & Leitner, 2000;Segers, Nooijen, & de Moor, 2006) when programmed to reflect the children's experiences and language (Howell, Erickson, Stanger, & Wheaton, 2000;Hutinger et al, 1998;.…”

Section: Introductionmentioning

confidence: 99%

Promoting vocabulary, phonological awareness and concept about print among children at risk for learning disability: can e-books help?

2010

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The purpose of the present study was to investigate the effect of activity with an educational electronic book (e-book), as compared with adult reading of the printed version of the same book, on the vocabulary, phonological awareness as well as concept about print of preschool children at risk for learning disabilities. The study involved the participation of 110 children aged 5-7. All participants were identified as having developmental delays placing them at risk for learning disabilities. The sample was randomly assigned to three groups: activity with the e-book, listening to the book's printed version read by an adult (reading-as-usual) and a control group. The findings indicated that the children exposed to the e-book displayed significantly higher emergent literacy improvement (vocabulary and phonological awareness) when compared with the children who participated in the other two groups. These findings and their implications are discussed.

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“…Two pilot studies designed to consider the efficacy of multimedia programmes for the training of reading and spelling are reported by van Daal and Reitsma (2000). In the first study they found that independent computer practice accelerated learning in 5-year olds.…”

Section: Does Ict Facilitate Development?mentioning

confidence: 99%

Information and Communication Technologies in Pre-school Settings: a review of the literature

Stephen

Plowman

2003

International Journal of Early Years Education

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This article reviews the research evidence that relates to the use of Information and Communication Technologies (ICT) in pre-school settings. While there is widespread agreement that children should be helped to become confident users of ICT the literature presents a more qualified picture of potential benefits and barriers. The review considers the polarised debate about whether computer use is desirable for young children; the position of ICT as one element in the multi-media mix experienced by children; evidence available about current ICT provision and practice in pre-school settings in the UK and perspectives on the contribution that ICT makes to learning. The need for adults and children to acquire ICT literacy skills is identified, along with a requirement that practitioners should be equipped to make appropriate resource choices. The way in which ICT can play a compensatory and engaging role or further entrench disadvantage ('the digital divide') is discussed. The review concludes that the pedagogical imperative must remain with practitioners. SommaireCet article passe en revue la documentation de recherche relative à l'emploi des technologies d'informatique et de communication (TIC) dans le cadre de l'apprentissage préscolaire. Si l'opinion est largement répandue qu'il faille aider les enfants à se familiariser avec les TIC, les articles de recherche sur ce sujet présentent une image plus conditionnelle concernant les avantages potentiels et les divisions éventuelles que ces technologies peuvent amener. La revue envisage le débat polarisé de savoir si l'emploi de l'ordinateur est souhaitable pour les enfants en bas âge; la position des TIC en tant qu'élémnet parmi la gamme des média auxquels les enfants sont exposés; la documentation existante concernant la disponibilité et les applications pratiques dans le cadre préscolaire au Royaume-Uni et les perspectives sur la contribution apporté par les TIC dans le domaine de l'apprentissage. Le besoin qu'ont les adultes et les enfants d'acquérir une solide compétence est identifié ainsi que la nécessité qu'ont les enseignants d'avoir la formation nécessaire afin d'être à même de faire un choix de ressources approprié. Comment les TIC peuvent jouer un rôle compensatoire et engageant ou au contraire accentuer le désavantage (la défavorisation digitale) fait l'objet d'une discussion. La revue conclut que l'impératif pédagogique doit rester aux mains des enseignants. Sumario:Este artículo examina los resultados de las investigaciones realizadas sobre el uso de las Tecnologías de Información y Comunicación (TIC) en marcos preescolares. Mientras que existe un acuerdo general en que se debería ayudar a los niños a que gradualmente vayan adquiriendo soltura y confianza en el uso de las TIC, el material publicado nos ofrece una perspectiva más cualificada de los beneficios así como de las barreras con las que potencialmente pueden encontrarse. Este estudio examina el debate polarizado sobre si el uso de ordenadores por parte de niños pequeños es o no

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Computer‐assisted learning to read and spell: results from two pilot studies

Cited by 70 publications

References 13 publications

The Impact of a Structured Integrated Learning System on First-Grade Students' Reading Gains

The Impact of a Structured Integrated Learning System on First-Grade Students' Reading Gains

Promoting vocabulary, phonological awareness and concept about print among children at risk for learning disability: can e-books help?

Information and Communication Technologies in Pre-school Settings: a review of the literature

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