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Talking book design: what do practitioners want?
ARTICLE

Computers & Education Volume 30, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

Talking Book software has been available for some time and software publishers report high sales, but there is little information on how practitioners are using them in their classrooms or indeed whether they do. Talking Book software facilitates a flexible teaching approach in the meaningful context of real and interesting text, but with the additional benefit of speech feedback for complete stories, single sentences and individual words. Hence, it has the potential to support supplementary reading practice in current U.K. classrooms. This paper reports on a survey designed to identify how such software is currently being used and which additional features could be beneficial in future designs. The preliminary results of the survey highlight the success of this software for both early readers and those older children experiencing difficulties in learning to read. It can be concluded from the survey that many practitioners would like to see future implementations of the software enhanced with the provision of additional reinforcement activities; hints to aid decoding an unknown word and the facility to obtain feedback for an individual word at the level of onset (starting sound) and rime (remaining sound). Incorporating these enhancements would enable such software to meet the needs of individual learners more effectively.

Citation

Lewin, C. (1998). Talking book design: what do practitioners want?. Computers & Education, 30(1), 87-94. Elsevier Ltd. Retrieved January 27, 2020 from .

This record was imported from Computers & Education on January 30, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S0360-1315(97)00083-3

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