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Learning new words from an interactive electronic storybook intervention
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: Th...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
AOSIS
2018
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6191682/ https://www.ncbi.nlm.nih.gov/pubmed/30326711 http://dx.doi.org/10.4102/sajcd.v65i1.601 |
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author | Klop, Daleen Marais, Laurette Msindwana, Amanda de Wet, Febe |
author_facet | Klop, Daleen Marais, Laurette Msindwana, Amanda de Wet, Febe |
author_sort | Klop, Daleen |
collection | PubMed |
description | 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. |
format | Online Article Text |
id | pubmed-6191682 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2018 |
publisher | AOSIS |
record_format | MEDLINE/PubMed |
spelling | pubmed-61916822018-10-22 Learning new words from an interactive electronic storybook intervention Klop, Daleen Marais, Laurette Msindwana, Amanda de Wet, Febe S Afr J Commun Disord Original Research 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. AOSIS 2018-09-13 /pmc/articles/PMC6191682/ /pubmed/30326711 http://dx.doi.org/10.4102/sajcd.v65i1.601 Text en © 2018. The Authors https://creativecommons.org/licenses/by/4.0/ Licensee: AOSIS. This work is licensed under the Creative Commons Attribution License. |
spellingShingle | Original Research Klop, Daleen Marais, Laurette Msindwana, Amanda de Wet, Febe Learning new words from an interactive electronic storybook intervention |
title | Learning new words from an interactive electronic storybook intervention |
title_full | Learning new words from an interactive electronic storybook intervention |
title_fullStr | Learning new words from an interactive electronic storybook intervention |
title_full_unstemmed | Learning new words from an interactive electronic storybook intervention |
title_short | Learning new words from an interactive electronic storybook intervention |
title_sort | learning new words from an interactive electronic storybook intervention |
topic | Original Research |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6191682/ https://www.ncbi.nlm.nih.gov/pubmed/30326711 http://dx.doi.org/10.4102/sajcd.v65i1.601 |
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