Sight Word Recognition among Young Children At-Risk: Picture-Supported vs. Word-Only

Autor/inn/en	Meadan, Hedda; Stoner, Julia B.; Parette, Howard P.
Titel	Sight Word Recognition among Young Children At-Risk: Picture-Supported vs. Word-Only
Quelle	In: Assistive Technology Outcomes and Benefits, 5 (2008) 1, S.45-58 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-727X
Schlagwörter	Emergent Literacy; Sight Vocabulary; Preschool Children; At Risk Students; Word Recognition; Intervention; Assistive Technology; Technology Uses in Education; Visual Aids; Games; Instructional Effectiveness; Quasiexperimental Design; Developmental Indicators for the Assessment Learning; Dolch Basic Sight Vocabulary + Suchen Sie Ihr Suchwort? Frühleseunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Worterkennung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Anschauungsmaterial; Game; Spiel; Spiele; Unterrichtserfolg
Abstract	A quasi-experimental design was used to investigate the impact of Picture Communication Symbols (PCS) on sight word recognition by young children identified as "at risk" for academic and social-behavior difficulties. Ten pre-primer and 10 primer Dolch words were presented to 23 students in the intervention group and 8 students in the control group during interactive games. Assessments occurred at four points and results indicated that children in the control group learned sight words faster under similar conditions of activities and time. These findings are consistent with previous literature and offer further insight into the learning of sight words by this population. Interactive games proved effective with children; they learned quickly over a relatively short time exposure. In the last assessment (word and picture) the intervention group performed better than the control group, indicating that pictures assisted young children to identify and learn new words in a relatively short period of time. (Contains 2 tables and 1 figure.) (As Provided).
Anmerkungen	Assistive Technology Industry Association and SEAT Center. Available from: SEAT Center, Special Education, Illinois State University, Campus Box 5910, Normal, IL 61790. Tel: 309-438-7811; Fax: 309-830-0999; e-mail: atob@atia.org; Web site: http://www.atia.org/i4a/pages/index.cfm?pageid=3305
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10