Interactive whole language e-story for early literacy development in ethnic minority children
- 879 Downloads
This study investigated the effects of using an interactive e-story for early literacy instruction on word recognition, story comprehension and story application. The study was conducted in two classrooms in the southern border provinces of Thailand with ethnic minority children at the kindergarten level. The samples consisted of 60 children who used the Pattani Malay language as a mother tongue, and who had little experience with Thai, the language of instruction in the kindergarten classrooms. The experimental classroom had 30 children who learned with the interactive e- story. The control classroom had 30 children who learned with the paper version of the e-story. Both groups were taught using a whole language approach for 45 min per day over 8 weeks. This research used a pretest-posttest design on word recognition and story application, and only a posttest design on story comprehension. The results showed the positive effects of using an interactive e- story and present an alternative method to foster the early literacy learning of ethnic minority children. These results showed the children’s improvement after using interactive e-story and a significant difference in word recognition and story application. The comparison of the early literacy improvement between two groups revealed a significant difference in word recognition and story comprehension but no significant difference in story application. Implications for future study and education are discussed.
KeywordsE-story Interactive multimedia Early literacy learning Second language learning Minority children
This work was supported by grants from the Strategic Scholarships Fellowships Frontier Research Networks (Specific for Southern region), Office of the Higher Education Commission, Thailand.
- August, D., & Shanahan, T. (2006). Executive summary developing literacy in second-language learners: Report of the national literacy panel on language-minority children and youth. New Jersey: Lawrence Erlbaum Associates, Inc.Google Scholar
- Basic Education Commission. (2010). The evaluation of applying bilingual (Thai and Malayu) in teaching and learning project for the Lowest Southern Part of Thailand Report. Bangkok: The teachers’ council of Thailand Press. Published in Thai.Google Scholar
- Cacikova, M., Londakova, D., Podhradsky P., & Londak, J. (2010). Application of multimedia technologies in pre-school and elementary school language education. Proceedings from International conference “ICT for Language Learning”, 3rd edn. Florence.Google Scholar
- Edelsky, C., Altwerger, B., & Flores, B. (1991). Whole language: What’s the difference? Portsmouth: Heinemann Educational Books, Inc.Google Scholar
- Ertem, I. S. (2010). The effect of electronic storybooks on struggling fourth-graders’ reading comprehension. The Turkish Online Journal of Educational Technology, 9(4), 140–155.Google Scholar
- Fluckiger, B. (2010). Culture-switching in different worlds: young children’s transition experiences. Australasian Journal of Early Childhood, 35(4), 101–108.Google Scholar
- Fortune, T. W. & Tedick, D. J. (2003). What parents want to know about foreign language immersion programs. Resource document. ERIC Digest. http://www.cal.org/resources/digest/digest_pdfs/0304fortune.pdf. Accessed 8 November 2013.
- Goodman, K., Bird, L. B., & Goodman. (1991). The whole language catalog. Santa Rosa: American School Publishers.Google Scholar
- Harley, T. (2008). The psychology of language: From data to theory. New York: East Sussex Psychology Press.Google Scholar
- Justice, L. M., & Pence, K. L. (2005). Scaffolding with storybooks: A guide for enhancing young’ children’s language and literacy achievement. Newark: The International Reading Association, Inc.Google Scholar
- Kannaovakun, P., Chotikakamthorn, M., Sa-idi, A., Chanhom, R., Paramal, W., & Anakasiri, S. (2010). Model for the development of bilingual communicative competence of students in the three southern border provinces of Thailand. Songklanakarin Journal of Social Sciences and Humanities, 16(6), 933–952. published in Thai.Google Scholar
- Kasten, W. K., Lolli, E. M., & Wilt, J. V. (1998). Common roots and threads: developmentally appropriate practice, whole language, and continuous progress. Literacy Teaching and Learning, 3(2), 19–40.Google Scholar
- Lee, J. Ch. (2013). Wii remote projects. Resource document. Wiimote Project. http://johnnylee.net/projects/wii/ Accessed 1 November 2013.
- Moody, A. K. (2010). Using electronic books in the classroom to enhance emergent literacy skills in young children. Journal of Literacy and Technology, 11(4), 22–52.Google Scholar
- National Center for Family Literacy. (2009). An introductory teacher guide for early language and emergent literacy instruction. Resource document. National Center for Family Literacy. http://www.famlit.org/pdf/what-works.pdf. Accessed 12 February 2013.
- Phadung, M., Suksakulchai, S., & Kaewprapan, W. (2012a) States of learning experiences for preschool children using Thai as a second language and tendency of bilingual multimedia development: A case study of three southern border provinces of Thailand. Proceedings from International Conference on Management and Education Innovation. Kuala Lumpur.Google Scholar
- Phadung, M., Suksakulchai, S., & Kaewprapan, W. (2012b). The design framework of interactive storybook support early literacy learning for ethnic minority children. Proceedings from the World Congress on Engineering and Computer Science conference. San Francisco, CA.Google Scholar
- Phadung, M., Howland, J. L., Suksakulchai, S., & Kaewprapan, W. (2013). The use of interactive storybook based on whole language approach in the classroom: An effective method for supporting early literacy learning of ethnic minority children. Kuala Lumpur: Proceedings from Intellectbase International Consortium.Google Scholar
- Raines, S. C., Canady, R. J.; foreward by Bill Martin. (1990). The whole language kindergarten. New York, NY: Teachers College Press.Google Scholar
- Roskos, K., & Brueck, J. (2009). The eBook as a learning object in an online world. In A. G. Bus & S. B. Neuman (Eds.), Multimedia and literacy development (pp. 77–88). New York: Routledge.Google Scholar
- Roskos, K., Brueck, J., & Widman, S. (2009). Investigating analytic tools for e-book design in early literacy learning. Journal of Interactive Online Learning, 8(3), 218–240.Google Scholar
- Schaefer, R. T. (2012). Racial and ethnic groups. Boston: Pearson. Published in Thai.Google Scholar
- UNESCO. (2000). The Dakar framework for action, office of the assistant director-general for education. Paris: UNESCO.Google Scholar