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Hi, I'm currently researching the benefits and limitations of structured literacy programmes in early primary classes. I would be interested to hear from anyone who has experience of this or is aware of any other research in this area
I am looking for research that combines effects of intervention (i.e RCT with reading instruction) with measures from teachers, students and parents views of the usefulness of the intervention. Clearly, the majority of effect studies limits the evidence of the effect of the intervention with learning outcomes (measured by standard tests) I am looking for studies that use multiple measures, including subjective data. Also, I am particularly interested in studies of reading instruction.
I am doing research on parenting programs which support parents to raise their child's early literacy exposure. Also included are Honduras ("Madres Guias") and Colombia ("Familias en Accion"), and please feel free to respond if you know good resources on those. The paper is a comparative case-study to analyze effective programs in this area in Latin America. Thank you.
Which software may be user-friendly and developmentally appropriate for young children’s education which can simultaneously be used by non-digital technologies (e.g. desktops) and digital ones (e.g. tablets)?
We know that "a certain intervention" boosts early literacy in young American children, does it really make sense to re-test that intervention in a European culture? mind you, within this context we already have a good theory why the intervention is effective.
I'm looking for research literature about young children's conceptions of coding, computers, and the internet. Via searches to various databases I have found some interesting reading (see the list below), but any additional reading (especially about children's conceptions of the internet) is highly appreciated.
Edwards, S., Nolan, A., Henderson, M., Mantilla, A., Plowman, L., & Skouteris, H. (2016). Young
children's everyday concepts of the internet: A platform for cyber‐safety education in the early
years. British Journal of Educational Technology.
Hammond, M., & Rogers, P. (2007). An investigation of children’s conceptualisation of computers
and how they work. Education and Information Technologies, 12(1), 3-15.
Jervis, A. (2003).Children’s Thinking About Computers. Paper presented at the British Educational
Research Association Conference, Heriot-Watt University, Edinburgh.
Levy, S. T., & Mioduser, D. (2008). Does it “want” or “was it programmed to...”? Kindergarten
children’s explanations of an autonomous robot’s adaptive functioning. International Journal of
Technology and Design Education, 18(4), 337-359.
Oleson, K. E., Sims, V. K., Chin, M. G., Lum, H. C., & Sinatra, A. (2010). Developmental human
factors: children's mental models of computers. In Proceedings of the Human Factors and
Ergonomics Society Annual Meeting (Vol. 54, No. 19, pp. 1450-1453). Sage CA: Los Angeles, CA:
Papastergiou, M. (2005). “Students’ Mental Models of the Internet and Their Didactical
Exploitation in Informatics Education.” In: Education and Information Technologies 10(4,) pp.
Rücker, M. T., & Pinkwart, N. (2016). Review and Discussion of Children’s Conceptions of
Computers. Journal of Science Education and Technology, 25(2), 274-283.
Turkle, S. (2005).The second self: computers and the human spirit. 20th anniversary ed. Cambridge,
MA: MIT Press.
I am teaching a summer course on Curriculum & Methods: The Emergent Reader and learned the importance of math curriculum on emergent literacy. Could you please share insights about the connections between math in EC and literacy development.