Beginning readers' use of 'talking books' software can affect their reading strategies

Journal of Research in Reading

Volumn 28, Issue 2, 2005, Pages 170-182

  Wood, Clare ^a  

^a OPEN UNIVERSITY   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 27744577913     PISSN: 01410423     EISSN: 14679817     Source Type: Journal    
DOI: 10.1111/j.1467-9817.2005.00261.x     Document Type: Review

References (24)

1. Adams, M.J. (1990). Beginning to read: Thinking and learning about print. Cambridge, Mass.: MIT Press.
2. Barron, R.W., Lovett, M.W. & McCabe, R. (1998). Using talking computers to remediate reading and spelling disabilities: The critical role of the print-to-sound unit. Behavior Research Methods Instruments and Computers, 30, 610-616.
3. Blachman, B.A. (2000). Phonological awareness. In M.L. Kamil, P.B. Mosenthal, P.D. Pearson & R. Barr (Eds.), Handbook of Reading Research, Volume III. New Jersey: Lawrence Erlbaum.
4. Brady, S.A. (1997). Ability to encode phonological representations: An underlying difficulty of poor readers. In B.A. Blachman (Ed.), Foundations of reading acquisition and dyslexia, New Jersey: Lawrence Erlbaum.
5. Chera, P.D.K. (2000). Multimedia CAL and early reading: Iterative design, development and evaluation. Unpublished PhD Thesis, University of Bristol, UK.
6. Chera, P.D.K. & Wood, C. (2003). Animated multimedia 'talking books' can promote phonological awareness in children beginning to read. Learning & Instruction, 13, 33-52.
7. Chew, J. (1997). Traditional phonics: What it is and what it is not. Journal of Research in Reading, 20, 171-183.
8. Department for Education and Employment (1998). The National Literacy Strategy - Framework for Teaching. London: DfEE.
9. Dunn, L.M., Dunn, L.M., Whetton, C. & Burley, J. (1997). The British Picture Vocabulary Scales - Second Edition. Windsor: NFER-Nelson.
10. Frederickson, N., Frith, U. & Reason, R. (1997). Phonological Assessment Battery. Windsor: NFER-Nelson.
11. Goswami, U. (2000). Phonological and lexical processes. In M.L. Kamil, P.B. Mosenthal, P.D. Pearson & R. Barr (Eds.), Handbook of Reading Research, Volume III, New Jersey: Lawrence Erlbaum.
12. Lewin, C. (1998). Talking book design: What do practitioners want? Computers and Education, 30, 87-94.
13. Littleton, K., Wood, C. & Chera, P. (2004). Reading together: Computers and collaboration. In K. Littleton, D. Miell & D. Faulkner (Eds.), Learning to collaborate: Collaborating to learn. New York: NOVA Science.
14. Montali, J. & Lewandowski, L. (1996). Bimodal reading: Benefits of a talking computer for average and less skilled readers. Journal of Learning Disabilities, 29, 271-279.
15. Neale, M.D. (1997). Neale Analysis of Reading Ability (Revised). Windsor: NFER-Nelson.
16. Nicholson, R.I., Fawcett, A.J. & Nicholson, M.K. (2000). Evaluation of a computer-based reading intervention in infant and junior schools. Journal of Research in Reading, 23, 194-209.
17. Olson, R.K., Wise, B., Ring, J. & Johnson, M. (1997). Computer-based remedial training in phoneme awareness and phonological decoding: Effects on the posttraining development of word recognition. Scientific Studies of Reading, 1, 235-253.
18. Topping, K. (1991). Achieving more with less: Raising reading standards via parental involvement and peer tutoring. Support for Learning, 6, 112-115.
19. Underwood, J.D.M. (2000). A comparison of two types of computer support for reading development. Journal of Research in Reading, 23, 136-148.
20. Van Daal, V. & Reitsma, P. (2000). Computer-assisted learning to read and spell: Results from two pilot studies. Journal of Research in Reading, 23, 181-193.
21. Wise, D., Olson, R.K., Ansett, M., Andrews, L., Terjak, M., Schnieder, V., Kostuch, J. & Kriho, L. (1989). Implementing a long term computerised remedial reading program with synthetic speech feedback: Hardware, software and real world issues. Behaviour Research Methods, Instruments and Computers, 21, 173-181.
22. Wolf, M. (1997). A provisional, integrative account of phonological and naming-speed deficits in dyslexia: Implications for diagnosis and intervention. In B.A. Blachman (Ed.), Foundations of Reading Acquisition and Dyslexia. New Jersey: Lawrence Erlbaum.
23. Wolf, M. & Bowers, P.G. (1999). The double-deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91, 415-438.
24. Wood, C. & Terrell, C. (1998). Pre-school phonological ability and subsequent literacy development. Educational Psychology, 18(3), 253-274.