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Autor/inn/enFloyd, Kimberly Kris; Smith Canter, Lora Lee; Jeffs, Tara; Judge, Sharon A.
TitelAssistive Technology and Emergent Literacy for Preschoolers: A Literature Review
QuelleIn: Assistive Technology Outcomes and Benefits, 5 (2008) 1, S.92-102 (11 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1938-727X
SchlagwörterAssistive Technology; Emergent Literacy; Preschool Children; Disabilities; Technology Planning; Barriers; Research Needs; Cultural Influences; Social Influences; Literature Reviews
AbstractDespite the legislative mandate for assistive technology (AT) consideration and the tenacity of researchers, educators, and practitioners to develop more proficient readers at younger ages, cohesive and comprehensive emergent literacy technology planning has not been sufficiently developed for preschool children with disabilities. The purpose of this review is to synthesize information and research on available AT used with young children to promote the development of emergent literacy skills. Following the background discussion, key articles will be summarized, synthesized, and critiqued. Discussion focuses on the lack of empirical research in the combined areas of emergent literacy, AT, and preschool children; the need for conceptualized definitions of AT and emergent literacy across disciplines; existing barriers; and gaps in the research. (Contains 1 table.) (As Provided).
AnmerkungenAssistive 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 vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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