Understanding the Nature and Impact of Young Readers' Literacy Interactions with Talking Books and during Adult Reading Support

Autor/inn/en	Wood, Clare; Pillinger, Claire; Jackson, Emma
Titel	Understanding the Nature and Impact of Young Readers' Literacy Interactions with Talking Books and during Adult Reading Support
Quelle	In: Computers & Education, 54 (2010) 1, S.190-198 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2009.08.003
Schlagwörter	Reading Strategies; Phonological Awareness; Interaction; Tutors; Literacy; Comparative Analysis; Correlation; Educational Technology; Computer Assisted Instruction; Multimedia Instruction; Computer Software; Teaching Methods; Reading Instruction; Beginning Reading; Oral Reading; Tutoring; Audio Books + Suchen Sie Ihr Suchwort? Reading strategy; Leselernstufe; Lesetechnik; Interaktion; Förderlehrer; Lehrender; Tutor; Alphabetisierung; Schreib- und Lesefähigkeit; Korrelation; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Multimediales Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Leseunterricht; Erstleseunterricht; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Förderkonzept; Nachhilfeunterricht
Abstract	This paper reports an extended analysis of the study reported in [Wood, C. (2005). "Beginning readers' use of 'talking books' software can affect their reading strategies." "Journal of Research in Reading, 28," 170-182.], in which five and six-year-old children received either six sessions using specially designed talking books or six sessions of one-to-one tuition with an adult using the paper-based versions of the same books. This analysis focuses on the nature of the children's interactions with either the adult or the computer in an attempt to explore how these different resources impacted on the children's literacy interactions, and whether different styles of literacy interaction observed within each group were associated with gains in phonological awareness or changes in reading strategy. Four styles of literacy interaction were identified and there was a significant association between these styles and membership of one of the two experimental conditions in the study. Interactional style was also seen to impact positively on phonological awareness development for lower ability children who used the talking books. In contrast, interactional style affected changes in reading strategy amongst children in the adult tutor condition. Finally, there was also an influence of interactional style on spontaneous dialogic reading by the children overall, but this effect originated from the children in the adult tutor group. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10