Understanding the nature and impact of young readers' literacy interactions with talking books and during adult reading support

Computers and Education

Volumn 54, Issue 1, 2010, Pages 190-198

  Wood, Clare ^a   Pillinger, Claire ^a   Jackson, Emma ^a  

^a Institute for Clean Growth and Future Mobility   (United Kingdom)

Author keywords

Applications in subject areas; Elementary education; Evaluation of CAL systems; Interactional style; Reading strategies

Indexed keywords

APPLICATIONS IN SUBJECT AREAS; ELEMENTARY EDUCATION; EXPERIMENTAL CONDITIONS; EXTENDED ANALYSIS; PHONOLOGICAL AWARENESS; READING STRATEGIES; YOUNG READERS;

ASSOCIATION REACTIONS;

EDUCATION;

EID: 74249100416     PISSN: 03601315     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.compedu.2009.08.003     Document Type: Article

References (30)

1. Arnold D.H., Lonigan C.J., Whitehurst G.J., and Epstein J.N. Accelerating language development through picture-book reading: Replication and extension to a videotape training format. Journal of Educational Psychology 86 (1994) 235-243
2. Bereiter C., and Scardamalia M. Technology and literacies: From print literacy to dialogic literacy. In: Bascia N., Cumming A., Datnow A., Leithwood K., and Livingstone D. (Eds). International handbook of educational policy (2005), Springer, Dordrecht, Netherlands
3. Burnett C. Research into literacy and technology in primary classrooms: An exploration of understandings generated by recent studies. Journal of Research in Reading 32 (2009) 22-37
4. Chera, P. (2000) Multimedia CAL and early reading: Iterative design, development and evaluation. Unpublished PhD Thesis, University of Bristol, UK.
5. Chera P., and Wood C. Animated multimedia 'talking books' can promote phonological awareness in children beginning to read. Learning and Instruction 13 (2003) 33-52
6. Davies H., and O' Sullivan O. Literacy and ICT in the primary classroom: The role of the teacher. In: Loveless A., and Dore B. (Eds). ICT in the primary school (2002), Open University Press, Buckingham
7. Dunn L.M., Dunn L.M., Whetton C., and Burley J. The British picture vocabulary scales. 2nd ed. (1997), NFER-Nelson, Windsor
8. Fox B. Talking stories, textoids and dialogical reading. In: Monteith M. (Ed). Teaching primary literacy with ICT (2002), Open University Press, Buckingham
9. Frederickson N., Frith U., and Reason R. Phonological assessment battery (1997), NFER-Nelson, Windsor
10. Guppy P., and Hughes M. The development of independent reading: Reading support explained (1999), Open University Press, Buckingham
11. Hapeshi K., and Jones D. Interactive multimedia for instruction: A cognitive analysis of the role of audition and vision. International Journal of Human Computer Interaction 4 1 (1992) 79-99
12. Hargrave A.C., and Sénéchal M. A book reading intervention with pre-school children who have limited vocabularies: The benefits of regular reading and dialogic reading. Early Childhood Research Quarterly 15 (2000) 75-90
13. Hay I., and Fielding-Barnsley R. Facilitating children's emergent literacy using shared reading: A comparison of two models. Australian Journal of Language and Literacy 30 (2007) 191-202
14. Lefever-Davis S., and Pearman C. Early readers and electronic texts: CD-ROM storybook features that influence reading behaviors. The Reading Teacher 58 5 (2005) 446-454
15. Lewin C. Talking book design: What do practitioners want?. Computers and Education 30 (1998) 88-94
16. Littleton K., Wood C., and Chera P. Interactions with talking books: Phonological awareness affects boys' use of talking books. Journal of Computer Assisted Learning 22 (2005) 382-390
17. Medwell J. The talking books project: Some further insights into the use of talking books to develop reading. Reading 32 (1998) 3-8
18. Miller L., Blackstock J., and Miller R. An exploratory study into the use of CD-Rom storybooks. Computers and Education 22 (1994) 187-204
19. In: Monteith M. (Ed). Teaching primary literacy with ICT (2002), Open University Press, Buckingham
20. Morgan P.L., and Meier C.R. Dialogic reading's potential to improve children's emergent literacy skills and behavior. Preventing School Failure 52 4 (2008) 11-16
21. Neale M.D. Neale analysis of reading ability (revised) (1997), NFER-Nelson, Windsor
22. Phillips R. Developers guide to interactive multimedia. A methodology for educational applications (1996), Curtin University of Technology Perth, Western Australia
23. Underwood J. Computer support for reading development. In: Monteith M. (Ed). Teaching primary literacy with ICT (2002), Open University Press, Buckingham
24. Underwood G., and Underwood J.D.M. Children's interactions and learning outcomes with interactive talking books. Computers and Education 30 (1998) 95-102
25. Watson D. Developing CAL: Computers in the curriculum (1987), Harper & Row, London
26. Whitehurst G.J., Arnold D.S., Epstein J.N., Angell A.L., Smith M., and Fischel J.E. A picture book reading intervention in day-care and home for children from low-income families. Developmental Psychology 30 (1994) 679-689
27. Whitehurst G.J., and Lonigan C.J. Child development and emergent literacy. Child development 69 (1998) 848-872
28. Wood C. Beginning readers' use of 'talking books' software can affect their reading strategies. Journal of Research in Reading 28 (2005) 170-182
29. Wood C., Littleton K., and Chera P. Beginning readers' use of talking books: Styles of working. Literacy 39 (2005) 135-141
30. Zevenbergen A.A., Whitehurst G.J., and Zevenbergen J.A. Effects of a shared-reading intervention on the inclusion of evaluative devices in narratives of children from low-income families. Journal of Applied Developmental Psychology 24 (2003) 1-15