Long-term effects of computer training of phonological awareness in kindergarten.
The present study examined the long-term effects of a computer intervention for the development of phonological awareness in Dutch kindergartners. Native Dutch and immigrant children worked with the software 15 min/week during one school year. Following a pretest - interim test - post-test - retenti...
| Publicado en: | Journal of Computer Assisted Learning Vol. 21; no. 1; pp. 17 - 28 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Feb2005
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106605275&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106605275 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2005 vid: 21 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 106605275 106605275 2005063021 10.1111/j.1365-2729.2005.00107.x 106605275 ppf: 17 ppct: 11 formats: tig: atl: Long-term effects of computer training of phonological awareness in kindergarten. aug: au: Segers E Verhoeven L affil: Dept of Special Education, Radboud University Nijmegen, Spinoza Bldg, 5th Floor, PO Box 9104, 6500 HE Nijmegen, The Netherlands; e.segers@pwo.ru.nl sug: subj: Computers and Computerization Language Processing Education CD ROM Child, Preschool Computer-Assisted Instruction Female Male Netherlands Pretest-Posttest Design T-Tests Human Child, Preschool: 2-5 years Female Male ab: The present study examined the long-term effects of a computer intervention for the development of phonological awareness in Dutch kindergartners. Native Dutch and immigrant children worked with the software 15 min/week during one school year. Following a pretest - interim test - post-test - retention test design, the effects on rhyming, phonemic segmentation, auditory blending, and grapheme knowledge were assessed. The intervention showed significant immediate effects on rhyming and grapheme knowledge. The time spent on the computer games also correlated with the learning gains for the experimental group. In the first grade, retention effects were demonstrated after 4 months of formal reading education. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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