Literaturnachweis - Detailanzeige
| Autor/inn/en | Brown, Sally; Allmond, Alexandra |
|---|---|
| Titel | Emergent Bilinguals' Use of Word Prediction Software amid Digital Composing |
| Quelle | In: Reading Teacher, 74 (2021) 5, S.607-616 (10 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0034-0561 |
| DOI | 10.1002/trtr.1988 |
| Schlagwörter | Writing Instruction; Teaching Methods; Writing (Composition); Computer Software; Emergent Literacy; Bilingual Students; Computer Uses in Education; Prediction; Elementary School Students; Grade 1; Second Language Learning; Spelling; Word Processing |
| Abstract | Composing is an essential part of literacy development in early childhood classrooms, and writing experiences are continually changing through advances in technology. Writing in a new language can be particularly challenging for emergent bilinguals as they navigate learning how to spell in English as part of the writing process. New pedagogical tools must be used to support these students as meaning makers and composers. In this study, we investigated how a group of first-grade emergent bilinguals used word prediction software as they created digital compositions over the course of a year. The results suggest several positive ways, such as basic spelling support, extended written responses, and additional opportunities to practice reading, that this digital tool enhanced the meaning-making process of emergent bilingual writers. Recommendations for educators to implement word prediction software in classrooms are included. (As Provided). |
| Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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