Can a Tablet Game That Boosts Kindergarten Phonics Advance 1st Grade Reading? (Record no. 45741)
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| fixed length control field | 02232nam a22002057a 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20240508055423.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 240508b |||||||| |||| 00| 0 eng d |
| 022 ## - INTERNATIONAL STANDARD SERIAL NUMBER | |
| ISSN | 0022-0973 |
| 100 ## - MAIN ENTRY--AUTHOR NAME | |
| Personal name | Watkins, Cassandra Potier |
| 245 ## - TITLE STATEMENT | |
| Title | Can a Tablet Game That Boosts Kindergarten Phonics Advance 1st Grade Reading? |
| Remainder of title | (Journal Article) |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication | Philadelphia, USA |
| Name of publisher | : Taylor and Francis Group and Routledge |
| Year of publication | ,March 2024 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Number of Pages | 32-55p. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE | |
| Title | The Journal of Experimental Education |
| Volume number/sequential designation | Volume 92: Number 1, 2024 |
| 500 ## - GENERAL NOTE | |
| General note | ***______{For Hard Copy, Please visit Library.}________***<br/><br/> |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | Abstract: We report the effectiveness of using the tablet-game Kalulu Phonics immediately after intervention in kindergarten and on national evaluations the year after. In a previous intervention testing the software with 1st graders, fluency and comprehension were boosted, but only when used in concert with reading instruction at the start of the year. Here, we asked whether a similar intervention would be more efficient if it started a year earlier, in kindergarten. Forty classes (1092 = children) were randomized into playing Kalulu Phonics or the matched Kalulu Numbers control game for the first half of the year, with reversed assignments in the second half. Ten non-randomized business-as-usual classes also participated. In a cross-over effect, children who used the phonics version improved in letter naming, grapheme-phoneme correspondence (GPC) matching and fluency. Students with the number version improved in number knowledge. In a longitudinal follow-up, all intervention participants maintained an advantage in phoneme awareness and GPC matching at the start of 1st grade, but this advantage failed to translate into school literacy gains by mid-year. No longitudinal benefits were found for numbers. Our results support using tablet-based aids in spurring early reading skills but question the possibility that a short-term intervention may address the challenges of long-term educational goals. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | Game software| kindergarten| longitudinal| phonics| reading |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Dehaene, Stanislas |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | https://doi.org/10.1080/00220973.2023.2173129 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | Periodicals |
| Lost status | Damaged status | Home library | Current library | Date acquired | Koha item type |
|---|---|---|---|---|---|
| RIE BPL Library | RIE BPL Library | 08.05.2024 | Periodicals |