Efficacy of Additional Web-based Computer Treatments for Kindergarten Children with Poor Emergent Literacy Skills(symposium1275)

Author(s):

Verna Van der Kooy - HoflandAdriana G. Bus

Conference:

ECER 2009

Network:

9. Assessment, Evaluation, Testing and Measurement

Format:

Symposium Paper

Session Information

09 SES 05 A, The Acquisition of Language Competencies of Children (Age 4-15) with Social and Migrational Disparities: Results of Empirical Studies (Part 1)

Symposium: The Acquisition of Language Competencies of Children (Age 4-15) with Social and Migrational Disparities: Results of Empirical Studies (PART I), continued in 09 SES 06 A

Time:

2009-09-29

08:30-10:00

Room:

HG, HS 50

Chair:

Inge Blatt

Discussant:

Andreas Voss

Contribution

Computer interventions may be useful tools for enhancing early language and literacy skills because computer programs are patient, flexible in duration and adaptive in content and for those reasons probably a valuable supplement to teacher-led interventions in kindergarten. In the present study we examined the differential effects of two early literacy treatments on the computer for children with poor literacy skills, one program promoting language and the other phoneme and alphabetic skills. We selected 135 kindergarten children lagging behind in emergent literacy skills. We conducted a pretest-posttest comparison group design in which children were randomly assigned to one of three conditions. Assessments were made at pretest and at posttest at the end of the intervention. All intervention groups improved significantly but interventions resulted in differential effects. The increase in phoneme and alphabetical skills was less in the group scoring lowest on the pretest, but accelerated in the group of children who were more proficient at pretest. In case of Living Books, children at the lower end of the pretest hardly benefited from Living Books but especially the relatively more advanced children did benefit from exposure to Living Books.

Method

Expected Outcomes

References

Bus, A.G., & van IJzendoorn, M.H. (1999). Phonological awareness and early reading: A meta analysis of experimental training studies. Journal of Educational Psychology, 91, 403-414. Byrne, B., Fielding-Barnsley, R., & Ashley, L. (2000). Effects of phoneme identity training after six years: Outcome level distinguished from rate response. Journal of Educational Psychology, 92, 659-667. Labbo, L.D., & Reinking, D. (1999). Negotiating the multiple realities of technology in literacy research and instruction. Reading Research Quarterly, 34, 478–492. Mioduser, D., Tur–Kaspa, H., & Leitner, I. (2000). The learning value of computer-based instruction of early reading skills. Journal of Computer Assisted Learning, 16, 54–63. Segers, E., & Verhoeven, L. (2004). Computer-supported phonological awareness intervention for kindergarten children with specific language impairment. Language, Speech, and Hearing Services in Schools, 35, 229–239. O'Connor, R.E., Notari-Syverson, A., Vadasy, P.F., Ladders to Literacy: The Effects of Teacher-Led Phonological Activities for Kindergarten Children with and without Disabilities. Exceptional Children, Vol. 63, 1996) Rasmussen, K. e Davidson, G. V. (1996). Dimensions of learning styles and their influence on performance in hypermedia Lessons. In P. Carlson e F. Makedon (eds), Proceedings of ED-MEDIA 96: World Conference on Educational Multimedia and Hypermedia. Charlottesville: AACE, p.800. Vadasy, P.F., Sanders, E.A., & Peyton, J.A. (2006). Code-oriented instruction for kindergarten students at risk for reading difficulties: A randomized field trial with paraeducator implementers. Journal of Educational Psychology, 98, 508-528.

Author Information

Verna Van der Kooy - Hofland

Leiden University

Faculty of Social and Behavioural Sciences

Leiden

157

Adriana G. Bus

Leiden University, Netherlands, The

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