Does audio-visual binding as an integrative function of working memory influence the early stages of learning to write?

Davies, Simon; Bourke, Lorna; Harrison, Neil

doi:10.1007/s11145-019-09974-3

Cited by 3 publications

(1 citation statement)

References 64 publications

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“…In this case, the introduction of vocabulary, word meaning and English literacy, children have the opportunity to be more involved in the learning process and capture more forms and meanings of words in English. In addition, activities that are integrated in storytelling through digital features also bring their own experiences that support the learning process of material components that are considered difficult or which usually experience obstacles (Thorifah & Umam, 2019;Davies, Bourke, & Harrison, 2020).…”

Section: Introductionmentioning

confidence: 99%

Digital Storytelling: Teachers’ Guide to Attract Children’s Interest and Motivation in Kindergarten’s English Language Learning

Kurniawan

2021

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Learning English among early childhood is increasingly being presented in many schools. To meet the needs of the times, mastery of English particularly vocabulary has become a new concern to be accommodated in education especially for children in concern to the characteristics of early childhood learning. Preliminary research on two kindergarten-level classes (age of 5 to 6) in a private school showed that there were several problems teachers faced when applying the conventional storytelling method. The alternative solution to this problem is implementing digital storytelling method which is integrating storytelling and digital technology. This research is based on data obtained qualitatively so that it gives the characteristics of descriptive qualitative research that wants to explain the phenomenon of the object of research according to the topic. The data in this study were obtained from the results of field observations in the classroom when the learning process took place. The result showed that digital storytelling method is considered to be able to attract children's attention in following the stories and learning materials brought by the teacher. Student motivation also appears to emerge with the application of the digital storytelling method in learning English. There are also some teachers’ guide to apply this method in English language learning for kids.

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Section: Introductionmentioning

confidence: 99%

Digital Storytelling: Teachers’ Guide to Attract Children’s Interest and Motivation in Kindergarten’s English Language Learning

Kurniawan

2021

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Cognitive strategies utilised by early learners when writing alphabet‐letters from memory

Mathwin,

Chapparo,

Challita

2024

Aus Occup Therapy J

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IntroductionOccupational therapy handwriting studies have shown cognitive instructional techniques are effective methods to assist beginning or challenged handwriters. However, information about how children's cognitive (thinking) skills impact their handwriting development is scarce. This study examined the cognitive strategy efficiency of early learners while writing the alphabet‐letters from memory.MethodsParticipants included 408 mainstream children in their first two years of formal schooling (Year 1 and Year 2). Children were asked to write the 26‐lowercase alphabet‐letters from memory. Data were collected using alphabet‐letters generated by the children and observation of their cognitive strategy use while writing. The measurement tool employed was the Perceive, Recall, Plan, and Perform (PRPP) System of Task Analysis (Stage Two).ResultsThe results found that Year 1 and Year 2 children had difficulties applying cognitive strategies across all four PRPP quadrants while writing the lowercase alphabet‐letters from memory. Application of the cognitive strategies from the Plan and Recall quadrants showed the most inefficiencies. The lowest PRPP subquadrant scores were observed in Evaluating, Recall Facts, Sensing, and Programming. Except for the Attending subquadrant and the descriptor ‘Regulates’, Year 2 children were significantly better than Year 1 children at applying cognitive strategies from all other PRPP quadrants and subquadrants.ConclusionThe findings provide beginning evidence that efficient use of cognitive strategies from all four PRPP quadrants is important for children achieving proficiency in accurate and automatic alphabet‐letter‐writing skills. Recommendations for occupational therapy handwriting assessment and intervention are provided.Plain Language SummaryResearch suggests that occupational therapists can best help children with handwriting difficulties by using a cognitive approach. This approach involves instructing children how to form letters correctly, encouraging self‐evaluation, and providing opportunities to practice handwriting. However, the cognitive (thinking) skills required for children to write alphabet‐letters accurately are not well understood. To investigate this, a study was conducted on 408 mainstream children in their first two years of formal schooling (Year 1 and Year 2). The study examined how accurately the children could write lowercase alphabet‐letters from memory and which cognitive skills they used to do so. The cognitive skills investigated were related to attention, perception, recalling, planning, and performing. The assumption tested was that mistakes in correctly writing alphabet‐letters could be attributed to difficulties in using these cognitive skills effectively. The study found that Year 1 and Year 2 children made errors in over half of the 26‐lowercase alphabet‐letters they wrote. The cognitive skills, which scored the lowest were children's ability to evaluate their writing, recall how and where to write letters, gather information from their vision, and think carefully to ensure accuracy while writing. This implied that these thinking skills had the most impact on the children's ability to write alphabet‐letters correctly. More research is needed to confirm these findings and determine the reliability of the tool used in this study to measure the children's thinking skills.

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Working memory influences on dyslexic university students’ writing

Stamp

2024

bpsba

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One explanation for lower quality texts produced by some dyslexic students in university is the indirect relationship that poorer working memory (WM) has on the link between spelling ability and academic writing. The current study compared 51 students with and without dyslexia on phonological WM capacity, executive function, and integration of sound and visual features (episodic buffer) relative to measures of the process and quality of writing. Participants with dyslexia completed significantly less in-text revisions and scored lower on grammatical accuracy. However, no significant differences were discovered in WM. The persistence of challenges in the process and quality of writing implies that university students need targeted support with specific learning strategies to ameliorate them.

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Does audio-visual binding as an integrative function of working memory influence the early stages of learning to write?

Cited by 3 publications

References 64 publications

Digital Storytelling: Teachers’ Guide to Attract Children’s Interest and Motivation in Kindergarten’s English Language Learning

Digital Storytelling: Teachers’ Guide to Attract Children’s Interest and Motivation in Kindergarten’s English Language Learning

Cognitive strategies utilised by early learners when writing alphabet‐letters from memory

Working memory influences on dyslexic university students’ writing

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