Learning new words from an interactive electronic storybook intervention
| Autor: | Laurette Marais, Febe de Wet, Daleen Klop, Amanda Msindwana |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2018 |
| Předmět: |
Male
Vocabulary Parental support Electrical Equipment and Supplies media_common.quotation_subject Applied psychology Context (language use) Word knowledge South Africa electronic storybook Memory Intervention (counseling) Reading (process) lcsh:Oral communication. Speech Humans Learning 0501 psychology and cognitive sciences Child Books Illustrated Original Research media_common Analysis of Variance Language Tests 05 social sciences 050301 education General Medicine vocabulary learning Vocabulary learning multimedia intervention Reading Delayed intervention lcsh:P95-95.6 Speech Perception Female Psychology 0503 education Child Language Follow-Up Studies 050104 developmental & child psychology |
| Zdroj: | South African Journal of Communication Disorders, Volume: 65, Issue: 1, Pages: 1-8, Published: 2018 South African Journal of Communication Disorders, Vol 65, Iss 1, Pp e1-e8 (2018) The South African Journal of Communication Disorders |
| Popis: | Background: Children who enter school with limited vocabulary knowledge are at risk for reading failure. This study investigated the efficacy of an interactive e-book, implemented as a mobile application, to facilitate vocabulary learning in Grade 1 isiXhosa-speaking children ( n = 65). Objective: The purpose was to measure if an e-book intervention, specifically developed for use in the South African context, could facilitate the acquisition and retention of new words at different levels of lexical representation. Method: A randomised pre-test and/or post-test between-subject design was used where an experimental group that received the e-book intervention was compared to a control group before the control group received a delayed intervention. Follow-up testing was performed to measure retention of the new vocabulary after eight weeks. Mixed-model repeated-measure Analysis of Variance (ANOVAs) were used to determine differences between the participants in the experimental and control groups. Results: The short-term e-book intervention not only facilitated fast-mapping of new words but enabled participants to develop more robust lexical representations of the newly acquired words. Follow-up assessment showed that they retained their newly acquired word knowledge. Conclusion: Multimedia technology can be used to provide explicit and embedded vocabulary training to young children at risk for academic failure. These findings are particularly relevant for South African environments where there is limited parental support and lack of educational resources to promote vocabulary learning in young children. |
| Databáze: | OpenAIRE |
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