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Collaborative words : a collaborative language application for practicing phonological awareness in kindergarten

Beurden, J. van (2021) Collaborative words : a collaborative language application for practicing phonological awareness in kindergarten.

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Abstract:Phonological awareness is an important ability of early literacy that promotes learning to read. Therefore, teaching phonological awareness in kindergarten is important. In this study, the app ‘Collaborative Words’, which creates a technology-enhanced collaborative learning environment aimed to enhance kindergartners’ phonological awareness, rhyming and word-onset skills, was investigated by comparing the gains in three different conditions: children playing with rhyming and word-onset games in small groups, children playing with rhyming and word-onset games individually, and a control group in which children played with categorization games in small groups. Also, the type of collaborative behaviour provoked by the app was analysed and checked for its effectiveness on learning. Based on a pre- and post-test, significant differences showed that second-grade children in the rhyming and word-onset condition outperformed children in the control group on the aspect of word-onset. Unfortunately, the collaborative setting did not foster the kindergartners learning on phonological awareness. Therefore, the app ‘Collaborative Words’ can be seen as a practising tool for children with some basic knowledge on word-onset skills to practise this topic; this tool could be useful to incorporate in class, but the collaborative aspect of the app does not add any value for the kindergartners.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology, 81 education, teaching
Programme:Psychology MSc (66604)
Link to this item:http://purl.utwente.nl/essays/87956
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