scholarly journals THE EFFECTS OF COMPUTER ASSISTED INSTRUCTION ON EARLY LITERACY SKILLS OF YOUNG CHILDREN WHO ARE HISPANIC/LATINO

2019 ◽  
Author(s):  
◽  
Joseph Armendarez
Keyword(s):  
Young Children ◽  
Early Literacy ◽  
Literacy Skills ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Early Literacy Skills ◽  
Assisted Instruction

Fostering Early Literacy Skills with Technology

2014 ◽  
pp. 219-229 ◽  
Author(s):  
Pamela M. Sullivan ◽  
Marianne Baker
Keyword(s):  
Young Children ◽  
Early Literacy ◽  
Technology Use ◽  
Research Literature ◽  
Literacy Skills ◽  
Early Literacy Skills ◽  
Technology In The Classroom ◽  
Literacy Learners ◽  
Selection Of

In this chapter, the authors provide an overview of research literature for technology use with emergent-stage literacy learners. They review the overall research on technology for young children, then look at literacy and the role of technology in the classroom. The authors outline the development of literacy skills in the emergent stage (commonly defined as birth to age five). Finally, they use the framework established by the previous studies and the developmental sequence of the emergent stage to critically evaluate several literacy apps and e-books aimed at these learners. The authors finish with a selection of resources for selecting and using technology to foster these early literacy skills.

Fostering Early Literacy Skills With Technology

2017 ◽  
pp. 1494-1505
Author(s):  
Pamela M. Sullivan ◽  
Marianne Baker
Keyword(s):  
Young Children ◽  
Early Literacy ◽  
Technology Use ◽  
Research Literature ◽  
Literacy Skills ◽  
Early Literacy Skills ◽  
Technology In The Classroom ◽  
Literacy Learners ◽  
Selection Of

In this chapter, the authors provide an overview of research literature for technology use with emergent-stage literacy learners. They review the overall research on technology for young children, then look at literacy and the role of technology in the classroom. The authors outline the development of literacy skills in the emergent stage (commonly defined as birth to age five). Finally, they use the framework established by the previous studies and the developmental sequence of the emergent stage to critically evaluate several literacy apps and e-books aimed at these learners. The authors finish with a selection of resources for selecting and using technology to foster these early literacy skills.

scholarly journals Speaking the Language of Nature: Reconceptualizing Early Literacy in Telling the Stories from the Garden

2011 ◽  
Vol 36 (2) ◽  
pp. 17-23
Author(s):  
Carolyn J. Bjartveit
Keyword(s):  
Young Children ◽  
Early Literacy ◽  
Learning Experiences ◽  
Holistic Approach ◽  
Natural World ◽  
Literacy Skills ◽  
Early Literacy Skills ◽  
Teachers And Parents

This article describes how storytelling can develop early literacy skills and focus young children on nature. Over a nine-month period in two program years, children, parents, and educators at St. Andrews United Church Preschool in Calgary, Alberta worked collaboratively to tell and write The Stories from the Garden. These Stories from the Garden exemplify a holistic approach to literacy by connecting learning experiences focused on the natural world, the lifeworld of the classroom, interrelationships between the children, teachers and parents to the text itself.

Teaching Young Children Programming and Word Processing Skills: The Effects of Three Preparatory Conditions

1987 ◽  
Vol 3 (4) ◽  
pp. 435-442 ◽  
Author(s):  
Evelyn B. Block ◽  
Debra L. Simpson ◽  
D. Kim Reid
Keyword(s):  
Young Children ◽  
Word Processing ◽  
Word Processor ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Assisted Instruction

Ninety-two students from kindergarten, first, and second grades participated in the study. Students were randomly assigned to one of three preparatory groups: Computer Assisted Instruction (CAI), Keyboard Instruction (KEY), and Robot Instruction (ROB). Students were regrouped for instruction in LOGO and word processing, which continued until children met ending criteria. New LOGO and writing tasks were presented and the students' performances compared across preparatory conditions. Results indicated that students in the KEY groups obtained the highest scores on the LOGO and writing tasks, followed closely by students in the ROB groups. Students in the CAI groups showed no significant gains in their ability to program in LOGO or to write using a word processor.

Sharing stories: An exploration of genres in storytimes

2019 ◽  
Vol 52 (3) ◽  
pp. 905-915 ◽  
Author(s):  
Jacqueline Kociubuk ◽  
Kathleen Campana
Keyword(s):  
Young Children ◽  
Early Literacy ◽  
Literacy Development ◽  
Public Library ◽  
Literacy Skills ◽  
Early Literacy Skills ◽  
Video Recordings ◽  
Early Literacy Development

Exposure to a variety of stories can support many early literacy skills for young children. Using video recordings from a previous study that examined early literacy in public library storytimes, this study investigated the use of genre and story variety in storytimes for young children (birth to 60 months). Findings showed that attendees were primarily exposed to stories from the storybook/narrative genre with limited use of both non-narrative and narrative informational genres in number of stories and time spent reading each genre. Story variety and the use of current titles can be improved to better support early literacy development in public library storytimes.

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