Abstract
This study investigated the use of a computerized interactive book for enhancing the development of literacy in children with severe disabilities. A multimedia interactive story software program was developed for use by children with special needs. A special keyboard equipped with two switches was used to enable independent and active participation in the story activities. A multiple probe design examined the learning process of word identification over time. The study also examined the development of literacy while interacting with written text. The data demonstrated a steady increase in word recognition over time. Results also indicated that controlled exposure to the written word in an interactive multimedia story-telling environment enabled a natural learning experience that enhanced the development of literacy. Implications and future research directions are discussed.
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Hetzroni, O.E., Schanin, M. Emergent Literacy in Children with Severe Disabilities Using Interactive Multimedia Stories. Journal of Developmental and Physical Disabilities 14, 173–190 (2002). https://doi.org/10.1023/A:1015271531459
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DOI: https://doi.org/10.1023/A:1015271531459