Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/14520
Title: Can ICT improve education outcomes? An Experimental Study in a Singapore Primary School
Contributor(s): Reyes, Vicente (author); Tan, Dennis Kai Hai (author)
Publication Date: 2013-06
Handle Link: https://hdl.handle.net/1959.11/14520
Fields of Research (FoR) 2020: 390302 Early childhood education
390407 Inclusive education
Socio-Economic Objective (SEO) 2008: 939999 Education and Training not elsewhere classified
930203 Teaching and Instruction Technologies
930503 Resourcing of Education and Training Systems
Socio-Economic Objective (SEO) 2020: 160304 Teaching and instruction technologies
160204 Management, resources and leadership
Abstract: Reading is an important outcome leading to academic success in life. Young children with undetected phonological processing deficits; difficulties in naming letters, poor vocabulary and poor recognition of sight words and who do not benefit from early literacy intervention are disadvantaged. Recent developments see the rapid rise in using technology as a powerful tool in helping early literacy learners in reading and writing skills. The authors find it timely thus to undertake a localized investigation on the effects of using computer-based intervention to support young children identified with reading difficulties. This exploratory study included the selection of thirty (30) participants from the Learning Support Programme (LSP) especially designed to cater to students with reading difficulties. The experimental intervention uses Earobics¬©; an interactive software programme in addition to the current LSP programme.
Publication Type: Working Paper
Fields of Research (FoR) 2008: 130312 Special Education and Disability
130102 Early Childhood Education (excl Maori)
130306 Educational Technology and Computing
HERDC Category Description: W Working Paper
Other Links: http://plsworkingpapers.files.wordpress.com/2014/03/pls-working-paper-series-no-52.pdf
Series Name: PLS Working Paper Series
Series Number : 5
Appears in Collections:Working Paper

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