Sparking Reading Engagement through Tablets: An Early Intervention Reading Program and Parent Workshop for Tablets at Home

Autor/inn/en	Tkach, Rochelle; Gallagher, Tiffany L.
Titel	Sparking Reading Engagement through Tablets: An Early Intervention Reading Program and Parent Workshop for Tablets at Home
Quelle	In: Reading Horizons, 59 (2020) 3, S.1-21, Artikel 2 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0502
Schlagwörter	Learner Engagement; Handheld Devices; Technology Integration; Multimedia Instruction; Educational Games; Early Intervention; Emergent Literacy; Home Programs; Reading Difficulties; Parent Education; Parent Child Relationship; Young Children; Time on Task; Program Effectiveness; Parent Workshops; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Multimediales Lernen; Educational game; Lernspiel; Frühleseunterricht; Reading difficulty; Leseschwierigkeit; Parents education; Elternbildung; Elternschule; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Frühe Kindheit; Zeitaufwand; Elternkurs; Ausland; Kanada
Abstract	Research on this intervention program aimed to address whether digital technology (i.e., apps on tablets) contributes to struggling early readers' (4-6 years old) on-task behavior and level of engagement while learning prerequisite emergent literacy skills (e.g., phonemic awareness, phonics, word recognition and decoding). The research also investigated whether parents/guardians of these students garner new knowledge about the potential of using multimodal applications to support their children's literacy learning. Students struggling with early literacy worked one on one with a tutor alternating between activities on and off the tablet. Data were collected from two iterations of this program in the winter (n = 18) and spring (n = 19). Qualitative observation scales were used to rate students' on-task behavior and level of engagement. A student questionnaire and parent survey were also administered. Results indicate that the nature of the features embedded within tablets seemed to enhance or hinder students' level of on-task behavior or level of engagement. A relationship between students' on-task behavior and level of engagement was also discovered. Parents/guardians reported being involved with their children, and this interaction positively impacted the child's enjoyment of reading. Implications for educators point to the importance of a blended learning model for early reading intervention and the importance of pre-settings in reading apps. (As Provided).
Anmerkungen	Western Michigan University, College of Education. 1903 West Michigan Avenue, Kalamazoo, MI 49008. Tel: 269-387-3498; Fax: 269-387-6272; Web site: https://scholarworks.wmich.edu/reading_horizons/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01