Literaturnachweis - Detailanzeige
| Autor/in | Chai, Zhen |
|---|---|
| Titel | Improving Early Reading Skills in Young Children through an iPad App: Small-Group Instruction and Observational Learning |
| Quelle | In: Rural Special Education Quarterly, 36 (2017) 2, S.101-111 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 8756-8705 |
| DOI | 10.1177/8756870517712491 |
| Schlagwörter | Early Reading; Reading Skills; Reading Improvement; Young Children; Handheld Devices; Courseware; Observational Learning; Small Group Instruction; Phonological Awareness; Mild Disabilities; Developmental Delays; Rural Schools; Elementary School Students; Intelligence Tests; Verbal Ability; Vocabulary; Intervention; Peabody Picture Vocabulary Test |
| Abstract | This study evaluated the effectiveness of using a researcher-developed iPad app with a 0- to 5-s constant time delay procedure to improve phonological awareness skills of young children with mild developmental delays in a small-group arrangement in a rural public elementary school in Southwest United States. The study was conducted using a multiple-probe design across three target phonemes and replicated with three young children. Results indicated all children not only improved their performance on their target phonemes but also learned some of their peers' target phonemes through observational learning. Implications for using tablet computers in a small-group arrangement are discussed. (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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