Abstract
The use of computers in early literacy learning using the Writing to Read program was investigated. Over the three years of the study, a cohort of students commencing to use the program in Kindergarten revealed superior achievement with respect to reading skill and the understanding of reading and writing processes. The study demonstrated the versatility of the computer as a teaching and learning tool able to facilitate both the direct instruction of graphophonic relationships in reading and the exploratory learning of writing and reading processes.
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© 1994 Springer-Verlag Berlin Heidelberg
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Sinclair, K.E. (1994). Computer-Assisted Learning to Read and Write: A Three-Year Longitudinal Study. In: Vosniadou, S., De Corte, E., Mandl, H. (eds) Technology-Based Learning Environments. NATO ASI Series, vol 137. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-79149-9_27
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DOI: https://doi.org/10.1007/978-3-642-79149-9_27
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-79151-2
Online ISBN: 978-3-642-79149-9
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