Digital Tools to Support Children’s Speech and Language Skill

Wren, Yvonne; McCormack, Jane; Masso, Sarah; McLeod, Sharynne; Baker, Elise; Crowe, Kathryn

doi:10.1007/978-981-10-6484-5_15

Cited by 4 publications

(4 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…McLeod et al [45] compared face-to-face speech-language pathology intervention with advice sessions and provision of a website to families on a waiting list and found a significant difference for the face-to-face intervention condition only, whereby children’s speech and caregivers’ satisfaction improved. The Sound Start Study, a cluster RCT, evaluated an input-based speech intervention (computer program) delivered by educators in early childhood education centres with 123 children, and found the technology-based intervention made no significant difference to children’s speech outcomes [46, 47]. Not all existing websites and apps about children’s speech and language have been found to be high quality or effective, and few are purposely designed or applicable for use with children and families on waiting lists for speech-language pathology services [42, 43].…”

Section: Introductionmentioning

confidence: 99%

Randomised Controlled Trial Evaluating Active versus Passive Waiting for Speech-Language Pathology

McGill

McLeod

Ivory

et al. 2020

Folia Phoniatr Logop

Self Cite

View full text Add to dashboard Cite

Introduction: High demand for speech-language pathology means children sometimes wait over 12 months for services, missing out on timely support. Waiting can be a time of stress, concern, and powerlessness for caregivers. Provision of information via a website may support families and encourage active waiting. Objective: The aim of this study was to compare children’s speech, intelligibility, language, and literacy outcomes, and caregivers’ satisfaction and empowerment in active versus passive waiting conditions. Methods: Ninety-seven preschool-aged children referred to a community health speech-language pathology service in Australia were screened for eligibility. Eligible children (n =42) with speech/language difficulties were randomly allocated to: (a) active waiting (provision of a purpose-built website; n = 20), or (b) passive waiting (control group; n = 22). Pre- and post-assessments (after 6 months on a waiting list) were completed with children and caregivers by a speech-language pathologist blinded to group allocations. Results: Intention to treat (n =36) and per-protocol analyses (n =30) were conducted to measure group differences in child and caregiver outcomes at post-assessment using one-way ANCOVA, controlling for baseline scores. There were no statistically significant differences between groups for children’s speech, intelligibility, language, and literacy, or caregivers’ empowerment and satisfaction. Children in both groups made minimal gains over 6 months. Conclusions: Provision of an active waiting website did not lead to statistically significant change in child or caregiver outcomes, and children in both groups made little progress over a 6-month period. Early speech-language pathology intervention delivered with appropriate dosage is needed to optimise children’s outcomes. Until timely and effective speech-language pathology intervention can be provided for all who need it, provision of early assessments may be beneficial. There remains a need for effective ways to support children and families on waiting lists.

show abstract

Section: Introductionmentioning

confidence: 99%

Randomised Controlled Trial Evaluating Active versus Passive Waiting for Speech-Language Pathology

McGill

McLeod

Ivory

et al. 2020

Folia Phoniatr Logop

Self Cite

View full text Add to dashboard Cite

show abstract

“…Evidence that ICT skills are considered an essential part of school readiness, has gained attention in some ECE settings. Children's ICT skills have been emphasised by some ECE teachers in recent decades, and become an important part of teachers' rationale for using ICT in teaching and learning activities in ECE settings (Wren et al, 2018;Yelland, 2015). ECE teachers' attention to children's learning of ICT skills had been reported by Edwards (2005) as early as 2005.…”

Section: Young Children's Ict Skillsmentioning

confidence: 99%

“…Australia, UK) to facilitate children's learning and development, to equip them for education and employment, and to implement good pedagogies (Dong, 2014;Yelland, 2005). According to Wren et al (2018), ECE teachers saw benefits beyond ICT-supported pedagogies as they believed children's learning of ICT skills was itself important. Similarly, Yelland (2015) argued that the use of ICT in the ECE context was not only to enable better pedagogies but also for children's development of a specific skill in this new era -digital literacy.…”

Section: Introductionmentioning

confidence: 99%

What Do Teachers Say about Young Children’s ICT Skills? An Investigation of Three Kindergartens in China

Yang¹,

Gunn²

2022

AJTE

View full text Add to dashboard Cite

Information and communication technology (ICT) has become a ubiquitous component of many people’s daily lives. While some kindergartens have begun to pay attention to young children’s ICT skills, little is known about how teachers perceive this shift and in what ways they are emphasising these skills in kindergartens. Such research is particularly uncommon in China. This study explored how teachers perceive the significance of children’s ICT skills and how they taught these skills in kindergartens in China. By interviewing fifteen teachers in three kindergartens in Nanjing, this study found that participants generally considered ICT skills to be an important capability for children although they had various interpretations of their definition. Additionally, it was found that participants had different perceptions of how children could learn ICT skills in kindergartens. The analysis suggested that a clearer and shared definition of ICT skills should be provided by policymakers.

show abstract

“…In the digital age today, technology facilitates people to access information, including a source of learning for students, for example, educational game features (18) . According to Nikiforidou (2018), digital educational games aim to acquire knowledge and foster understanding and habits of the surrounding environment (19).…”

Section: Introductionmentioning

confidence: 99%

Effect of UNAGI (Nutrition Snakes and Ladders Game) on Knowledge of Balanced Diet and Nutritional Intake in Adolescents in Bekasi

Fayasari,

Juanita

2023

IJHN

View full text Add to dashboard Cite

Indonesia still faces the Triple Burden of Malnutrition, which can impact the dietary choices of adolescents to balance their nutritional intake and, simultaneously, emphasize the need for effective nutrition education. This study aimed to determine the effect of nutrition education delivered through the UNAGI game and videos on knowledge and nutritional intake of high school students. This quasi-experimental study was conducted with students from Public Senior High School 12 in Bekasi City, where the participants were divided into intervention and control groups. The intervention was provided once a week for two consecutive weeks. Knowledge was measured using a questionnaire, and food intake was assessed through 24-hour food recall. Data were analyzed using the Mann-Whitney test for the difference between groups and paired t-test/Wilcoxon for pre-post comparisons, with α significant level of 5%. Before the intervention, there was no significant difference in knowledge and dietary intake between the two groups. Post-intervention, a significant improvement in nutrition knowledge (p-value of 0.000) was noted in the intervention group exposed to the snake and ladder nutrition game. However, there were no significant changes in energy intake (p-value of 0.162), fat intake (p-value of 0.144), sugar consumption (p-value of 0.066), and salt consumption (p-value of 0.944). The findings support the recommendation of utilizing UNAGI games for nutrition education in the digital era as a valuable alternative to visual media, effectively contributing to enhanced nutritional understanding among adolescents.

show abstract

Digital Tools to Support Children’s Speech and Language Skill

Cited by 4 publications

References 23 publications

Randomised Controlled Trial Evaluating Active versus Passive Waiting for Speech-Language Pathology

Randomised Controlled Trial Evaluating Active versus Passive Waiting for Speech-Language Pathology

What Do Teachers Say about Young Children’s ICT Skills? An Investigation of Three Kindergartens in China

Effect of UNAGI (Nutrition Snakes and Ladders Game) on Knowledge of Balanced Diet and Nutritional Intake in Adolescents in Bekasi

Contact Info

Product

Resources

About