ERIC Number: EJ1112971
Record Type: Journal
Publication Date: 2016-Sep
Abstractor: As Provided
Reference Count: N/A
Supporting Executive Functions during Children's Preliteracy Learning with the Computer
Van de Sande, E.; Segers, E.; Verhoeven, L.
Journal of Computer Assisted Learning, v32 n5 p468-480 Sep 2016
The present study examined how embedded activities to support executive functions helped children to benefit from a computer intervention that targeted preliteracy skills. Three intervention groups were compared on their preliteracy gains in a randomized controlled trial design: an experimental group that worked with software to stimulate early literacy with embedded executive-functioning support (EL + EF group), an experimental group that worked with the same early literacy software without the explicit EF-support (EL group) and a control group that played with language discovery games from the same software. These groups were contrasted on their preliteracy progress over time and on their learning behaviours while working with the software. Results showed that children in the two experimental groups progressed more in preliteracy skills on the long-term, with the EL + EF group showing the highest learning effects. These results were mainly shown for the children with lower levels of EFs. Moreover, children in the EL + EF group showed more independent behaviour and played more games than children in the EL group. These results indicate that young children can show more effective learning over time during computer interventions when their executive functions are kept active.
Descriptors: Executive Function, Children, Emergent Literacy, Computer Literacy, Computer Uses in Education, Intervention, Randomized Controlled Trials, Experimental Groups, Control Groups, Computer Software, Progress Monitoring, Comparative Analysis, Learning Processes, Computer Games
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
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