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Animated multimedia 'talking books' can promote phonological awareness in children beginning to read

Chera, Pav and Wood, Clare (2003). Animated multimedia 'talking books' can promote phonological awareness in children beginning to read. Learning and Instruction, 13(1) pp. 33–52.

DOI (Digital Object Identifier) Link: http://dx.doi.org/10.1016/S0959-4752(01)00035-4
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Abstract

Studies of computer software have shown its potential to enhance phonological awareness in children with reading difficulties, but few have examined its use with young children. This paper describes an intervention study where software, designed in consultation with teachers, researchers and children, was used to promote phonological awareness in children beginning to read. Fifteen children were given 10, 10-minute sessions with the software over 4 weeks, while a matched control group (N=15) completed normal activities. The intervention group showed significantly higher increases in phonological awareness than the control group did, but there were no significant benefits observed for word reading.

Item Type: Journal Article
ISSN: 0959-4752
Keywords: Reading; Computer aided learning
Academic Unit/Department: Education and Language Studies > Childhood, Development and Learning
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Item ID: 1091
Depositing User: Users 12 not found.
Date Deposited: 30 May 2006
Last Modified: 02 Dec 2010 19:45
URI: http://oro.open.ac.uk/id/eprint/1091
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