The Effects of Computerized Picture-Word Processing on Kindergartners' Language Development
Journal of Research in Childhood Education Volume 5, Number 1, ISSN 0256-8543
This study involved 103 kindergartners, 52 of whom received instruction on a picture-word processor system. Results indicate that students who received the picture-word processor instruction responded enthusiastically to the system and did significantly better in reading than those who received no instruction. (SH)
Chang, L.L. & Osguthorpe, R.T. (1990). The Effects of Computerized Picture-Word Processing on Kindergartners' Language Development. Journal of Research in Childhood Education, 5(1), 73-84.
Cited ByView References & Citations Map
Using Technology to Motivate Children to Write: Changing Attitudes in Children and Preservice Teachers
Dana Arrowood & Theresa Overall, University of North Texas, United States
Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 4985–4987
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