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Supporting executive functions during children's preliteracy learning with the computer.

The present study examined how embedded activities to support executive functions helped children to benefit from a computer intervention that targeted preliteracy skills. Three intervention groups were compared on their preliteracy gains in a randomized controlled trial design: an experimental grou...

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Published in:Journal of Computer Assisted Learning Vol. 32; no. 5; pp. 468 - 481
Main Authors: Sande, E., Segers, E., Verhoeven, L.
Format: research tables/charts randomized controlled trial Journal Article
Published: Wiley-Blackwell Sep2016
Online Access:View this record in EBSCOhost
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        02664909
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      jtl: Journal of Computer Assisted Learning
      issn: 02664909
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      dt: Sep2016
      vid: 32
      iid: 5
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      pub: Wiley-Blackwell
      place: Malden, Massachusetts
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        117924183
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        10.1111/jcal.12147
        117924183
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        atl: Supporting executive functions during children's preliteracy learning with the computer.
      aug:
        au:
          Sande, E.
          Segers, E.
          Verhoeven, L.
        affil: Behavioural Science Institute, Radboud University Nijmegen, The Netherlands
      sug:
        subj:
          Literacy Education
          Computer-Assisted Instruction Netherlands
          Human
          Randomized Controlled Trials
          Female
          Male
          Netherlands
          Random Assignment
          Software
          Factor Analysis
          Analysis of Variance
          Repeated Measures
          T-Tests
          Child
          Child: 6-12 years
          Female
          Male
      ab: The present study examined how embedded activities to support executive functions helped children to benefit from a computer intervention that targeted preliteracy skills. Three intervention groups were compared on their preliteracy gains in a randomized controlled trial design: an experimental group that worked with software to stimulate early literacy with embedded executive-functioning support (EL + EF group), an experimental group that worked with the same early literacy software without the explicit EF-support (EL group) and a control group that played with language discovery games from the same software. These groups were contrasted on their preliteracy progress over time and on their learning behaviours while working with the software. Results showed that children in the two experimental groups progressed more in preliteracy skills on the long-term, with the EL + EF group showing the highest learning effects. These results were mainly shown for the children with lower levels of EFs. Moreover, children in the EL + EF group showed more independent behaviour and played more games than children in the EL group. These results indicate that young children can show more effective learning over time during computer interventions when their executive functions are kept active.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        randomized controlled trial
        Journal Article
      ougenre: Article
    language: English
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