Promoting Literacy with Self-Created Grocery Lists on Mobile Devices

Autor/inn/en	Douglas, Karen H.; Uphold, Nicole M.; Steffen, Shannon; Kroesch, Allison M.
Titel	Promoting Literacy with Self-Created Grocery Lists on Mobile Devices
Quelle	In: Journal of Special Education, 51 (2018) 4, S.201-210 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466917719260
Schlagwörter	Handheld Devices; Retailing; Middle School Students; Developmental Disabilities; Pretests Posttests; Electronic Learning; Teaching Methods; Incidental Learning; Technology Uses in Education; Intervention; Media Literacy + Suchen Sie Ihr Suchwort? Warenwirtschaft; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Entwicklungsstörung; Teaching method; Lehrmethode; Unterrichtsmethode; Inzidentelles Lernen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Media skills; Medie competence; Medienkompetenz
Abstract	Four middle school students with a developmental disability participated in a multiple probe design across students and replicated across conditions study to evaluate the effectiveness of constant time delay to teach them to create a grocery list on an iPad or iPod touch. The classroom teacher collected data on the percentage of items independently added to their electronic list and generalization measures to longer lists with novel items and using a different device. In addition, she administered a pre- and posttest on reading the list of items. Students learned to create their grocery list in seven to 16 sessions while generalization data varied. Reading scores increased from 45% to 56% points. Students expressed their device preference at the end of the study. (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