Learning new words from an interactive electronic storybook intervention

Simple item page
dc.contributor.authorKlop, Daleenen_ZA
dc.contributor.authorMarais, Lauretteen_ZA
dc.contributor.authorMsindwana, Amandaen_ZA
dc.contributor.authorDe Wet, Febeen_ZA
dc.date.accessioned2019-11-11T13:18:20Z
dc.date.available2019-11-11T13:18:20Z
dc.date.issued2018
dc.descriptionCITATION: Klop, D., et al. 2018. Learning new words from an interactive electronic storybook intervention. South African Journal of Communication Disorders, 65(1):a601, doi:10.4102/sajcd.v65i1.601.
dc.descriptionThe original publication is available at https://sajcd.org.za
dc.description.abstractBackground: Children who enter school with limited vocabulary knowledge are at risk for reading failure. This study investigated the efficacy of an interactive e-book, implemented as a mobile application, to facilitate vocabulary learning in Grade 1 isiXhosa-speaking children (n = 65). Objective: The purpose was to measure if an e-book intervention, specifically developed for use in the South African context, could facilitate the acquisition and retention of new words at different levels of lexical representation. Method: A randomised pre-test and/or post-test between-subject design was used where an experimental group that received the e-book intervention was compared to a control group before the control group received a delayed intervention. Follow-up testing was performed to measure retention of the new vocabulary after eight weeks. Mixed-model repeated-measure Analysis of Variance (ANOVAs) were used to determine differences between the participants in the experimental and control groups. Results: The short-term e-book intervention not only facilitated fast-mapping of new words but enabled participants to develop more robust lexical representations of the newly acquired words. Follow-up assessment showed that they retained their newly acquired word knowledge. Conclusion: Multimedia technology can be used to provide explicit and embedded vocabulary training to young children at risk for academic failure. These findings are particularly relevant for South African environments where there is limited parental support and lack of educational resources to promote vocabulary learning in young children.en_ZA
dc.description.urihttps://sajcd.org.za/index.php/sajcd/article/view/601
dc.description.versionPublisher's version
dc.format.extent8 pages ; illustrations
dc.identifier.citationKlop, D., et al. 2018. Learning new words from an interactive electronic storybook intervention. South African Journal of Communication Disorders, 65(1):a601, doi:10.4102/sajcd.v65i1.601
dc.identifier.issn2225-4765 (online)
dc.identifier.issn0379-8046 (print)
dc.identifier.otherdoi:10.4102/sajcd.v65i1.601
dc.identifier.urihttp://hdl.handle.net/10019.1/106826
dc.language.isoen_ZAen_ZA
dc.publisherAOSIS
dc.rights.holderAuthor retains copyright
dc.subjectVocabulary -- Preschool childrenen_ZA
dc.subjectElectronic books -- Therapeutic useen_ZA
dc.titleLearning new words from an interactive electronic storybook interventionen_ZA
dc.typeArticleen_ZA
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
klop_learning_2018.pdf
Size:
1.72 MB
Format:
Adobe Portable Document Format
Description:
Download article
Download
License bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
license.txt
Size:
1.71 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
Research Articles (Speech-Language and Hearing Therapy)