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Beginning readers' use of talking books: styles of working

Wood, Clare; Littleton, Karen and Chera, Pav (2005). Beginning readers' use of talking books: styles of working. Early Years: An International Journal of Research and Development, 39(3) pp. 135–141.

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DOI (Digital Object Identifier) Link: http://dx.doi.org/10.1111/j.1467-9345.2005.00413.x
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Abstract

This paper examines young children's working styles when they are engaged with a peer on a computer-based reading task. Two types of pairing were investigated: (i) 'Equal' pairs, where the children were of equal reading attainment and (ii) 'Unequal pairs', where there was a disparity between the children's reading attainment. The results suggest that the children's reading attainment and/or their gender may be more significant factors in determining the nature of children's collaborative activity than pair type. The implications of these results for practitioners who wish to use talking books as a classroom resource are discussed.

Item Type: Journal Article
Copyright Holders: 2005 UKLA
ISSN: 0957-5146
Keywords: reading; children; collaborative learning
Academic Unit/Department: Education and Language Studies > Childhood, Development and Learning
Education and Language Studies
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Item ID: 778
Depositing User: Users 12 not found.
Date Deposited: 26 May 2006
Last Modified: 27 Jan 2011 00:24
URI: http://oro.open.ac.uk/id/eprint/778
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