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Using television for literacy skills | Open Society Institute (OSI) - Baltimore | Audac... - 1 views

www.audaciousideas.org/...television-for-literacy-skills Supporting Evidence 2.4
shared by harleyquinn0429 on 12 Jan 15 - No Cached
  • My audacious idea is to use television to help children learn their letters and, maybe, even to read.  This may be a surprising suggestion given that TV is cited as a main reason for the decline in children’s reading.
  • First, children watch a lot of TV – on average four hours a day, which turns out to be more time than they spend in school each year. Second, having print and reading materials at home helps kids learn to read. And, the more they read, the better they read. Unfortunately, more than 30% of city children live in poor households which tend to have few books or reading materials.  One study found that poor families had, on average, less than one book per household. The third reason is that TVs must all have the technology to show captions and most programs and movies must have written transcripts. So, if you turn on your TV’s captioning feature, the words that are spoken – and many of the sounds as well – will appear in writing at the bottom of your screen.
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The Internet and Literacy: Positive and Negative Effects Felt in Local High Schools | M... - 1 views

mwanner89.wordpress.com/...nternet-on-adolescent-literacy Internet 2.4 Supporting Evidence
shared by harleyquinn0429 on 13 Jan 15 - No Cached
  • “Twenty-first century readers and writers need to be able to: develop proficiency with the tools of technology; build relationships with others to pose and solve problems collaboratively and cross-culturally; design and share information for global communities to meet a variety of purposes; manage, analyze, and synthesize multiple streams of simultaneous information; create, critique, analyze, and evaluate multi-media texts and attend to the ethical responsibilities required by these complex environments.”
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Positive Effects of Internet Usage on Child Development - 2 views

verdick.org/...child-dev-pos supportive evidence
shared by kayla93 on 13 Jan 15 - No Cached
  • if used appropriately, can enhance the development of the child’s physical, cognitive, and social skills.
  • Children who use the Internet show gains in cognitive abilities such as memory, spatial and logical problem solving, critical thinking, concentration, abstraction and comprehension.
  • Children get interested because they can make things happen with the Internet. The Internet is a powerful tool that is revolutionizing our children’s learning, communication and play.
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  • he Internet exposes children to information to improve the quality of learning that they can transform into knowledge. Through the use of the Internet, children’s language and literacy development is often promoted, allowing for greater gains in verbal and nonverbal skills.
  • …when kids are online, they’re reading, thinking, analyzing, criticizing and authenticating - composing their thoughts.
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Can social networking boost literacy skills? - 1 views

www.teachers.ab.ca/...ing-boost-literacy-skills.aspx Social Networking Supporting Evidence 2.4
shared by harleyquinn0429 on 13 Jan 15 - No Cached
  • But do social networking sites have any educational benefits? Aside from helping students to make new friends, do social networking sites facilitate learning? The answer seems to be that they do. The National Literacy Trust found that social networking sites and blogs help students to develop more positive attitudes toward writing and to become more confident in their writing abilities.
  • 49 per cent of young people believe that writing is “boring.” However, students who use technology-based texts such as blogs have more positive attitudes toward writing. Whereas 60 per cent of bloggers say that they enjoy writing, only 40 per cent of non-bloggers find writing enjoyable.
  • students who write blogs or maintain a profile on a social networking site tend to be more confident about their writing ability.
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  • 13 per cent of students have their own website, 24 per cent write a blog and 56 per cent have a profile on a ­social networking site.
  • Dr. Spencer Jordan, a creative writing teacher in the School of Education at the University of Wales
  • “When I was a kid, I used to write in exercise books kept in a drawer, but now that young people write on the web, there’s a whole ­community out there to read their work. It’s interactive, and that makes it more appealing to them.”
  • Perhaps text messaging, social networking sites and blogs are a new form of literature that will soon be studied in schools in the way that books, plays and poetry are now
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Some Television May Positively Affect Child Development - 0 views

www.medscape.com/...411382 Television 2.4 Supporting Evidence
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  • All TV is not alike," says co-author Aletha Huston, PhD, professor of child development at the University of Texas at Austin. "Educational television can have a very positive impact on young children."
  • "Children who watched educational programming — particularly at age 2 and 3 — performed better on tests of school-related skills than children who did not watch educational television," says Huston. "Watching a lot of general audience programming was related to poor skills."
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Teenagers' Internet Socializing Not a Bad Thing - NYTimes.com - 0 views

www.nytimes.com/...20internet.html 2.4 internet social media
shared by gsargent90 on 13 Jan 15 - No Cached
  • “It may look as though kids are wasting a lot of time hanging out with new media, whether it’s on MySpace or sending instant messages,” said Mizuko Ito, lead researcher on the study, “Living and Learning With New Media.” “But their participation is giving them the technological skills and literacy they need to succeed in the contemporary world. They’re learning how to get along with others, how to manage a public identity, how to create a home page.”
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Education Update:Leveraging Technology to Improve Literacy:Leveraging Technology to Imp... - 1 views

www.ascd.org/...ology-to-Improve-Literacy.aspx 2.4 Supporting Evidence
shared by gsargent90 on 13 Jan 15 - No Cached
  • Leveraging Technology to Improve Literacy Rick Allen Technology is changing literacy, claim Web 2.0 advocates, university researchers, edgy librarians, pundits of the blogosphere, and the media. The visual is ascendant, text is secondary—and linearity? Forget about it. Web surfers flip from one information wave to another, gathering and synthesizing. Beginning, middle, and end are up for grabs. In the classroom, some educators are attempting to harness the power of technology to increase literacy rates for struggling students, but does using technology really make a difference? An initial assessment of the research on the current generation of technology used to aid literacy yields interesting, if somewhat lackluster, results.
  • Despite the lack of data showing that technology has a tremendous effect in the classroom, teachers have found that using technology may help address students' specific learning needs. Charles MacArthur, a special education professor at the University of Delaware, explains that students who have learning disabilities, including dyslexia, typically need help with transcription processes to produce text, spell, and punctuate correctly. However, any students having trouble with writing fluency can benefit from teachers integrating technology into the classroom. And sometimes tried-and-true technology works the best. "The only tool that has enough research behind it is plain, old word processing," MacArthur says. "Students with writing difficulties are able to produce a text that looks good, and they can go back and fix things without introducing new mistakes." According to MacArthur, word-prediction software, which generates lists of potential words as students type initial letters into the computer, can also help students dramatically improve the legibility and spelling of their writing. In a 2006 article in the Handbook of Writing Research, "The Effects of New Technologies on Writing and Writing Processes," he explains that his series of three studies of 9- and 10-year-olds with severe spelling problems showed that these students' legible words increased from 55 to 85 percent, and their correctly spelled words rose from 42 to 75 percent.
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Jane Sundius | Open Society Institute (OSI) - Baltimore | Audacious Ideas - 0 views

www.audaciousideas.org/...jane-sundius Supporting Evidence 2.4
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  • Jane Sundius M. Jane Sundius, Ph.D. is the Director for the Education and Youth Development Program at the Open Society Institute-Baltimore. She is responsible for the development and implementation of a grantmaking program that works to enhance access to high quality learning opportunities for all of Baltimore’s youth, both in and out of school.
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Texting & Its Positive Impact on Teens | Everyday Life - Global Post - 0 views

everydaylife.globalpost.com/ositive-impact-teens-6902.html Supporting Evidence 2.4 Texting
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  • by Alissa Fleck, Demand Media
  • While texting may seem like nothing more than another distraction for our fast-paced youth, it turns out this rapid means of communication may be more than just a nuisance. Researchers have found there are actually positive effects of texting for teens, from improved language skills to emotional relief, and even added benefits for the especially introverted teen.
  • A study published in the British Journal of Developmental Psychology in 2010 found texting could positively impact reading and language development
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  • the study found the use of text-speak, or language specific to text messages, was positively correlated with reading ability.
  • While Amanda Klein of The Huffington Post notes texting can have positive impacts on maintaining relationships, she explains texting is best when used in conjunction with other forms of communication, including face-to-face interactions.
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Text Messaging May Improve Literacy Skills - 1 views

www.decodedscience.com/...7597 supporting evidence 2.4
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  • Clare Wood, Sally Meachem, and their research team investigated text messaging and spelling ability in children aged 8-12 years in 2011. The team concluded from the results of their study that the use of ‘textisms,’ or text-message spellings, does affect spelling performance, but when strong phonological skills are present, spelling skills remain intact.
  • Although unexpected, text messaging’s positive affect on literary skills seems plausible when you consider more deeply Wood and Meachem’s  claim that strong phonological skills may be one of the contributing factors of the of text message senders continued spelling accuracy in traditional written language exercises. This result lends support once again to the theory of the strong role of phonological awareness and perception in orthographic processing and spelling ability, and partially answers the question of how texting can improve literacy
  • Textese and textisms  permit more linguistic information to be condensed into the 160 characters allowed per message than conventional spelling would allow. In order to create textisms, such as ‘l8r,’ ‘inorite,’ and ‘b4,’ text message creators and receivers need to be able to accomplish a number of language tasks.
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  • Text composers must break words down into syllables, and understand  that words are a stream of compressed distinct language sounds. Composers of a text message must identify graphemes which represent phonemes, isolate the individual phonemes, deconstruct words into individual phonemes, and. construct a word from a string of single phonemes. Text message users must be familiar with the acceptable phoneme-grapheme mappings in written English, and must differentiate the sequence of the discrete language sounds or phonemes in a word
  • Resources Brown, A. Encountering misspellings and spelling performance: Why wrong isn’t right. Journal of Educational Psychology, 80 (4), (1998): 488-495. Accessed December 12, 2011. Burt J.S. & Long J. Are word representations abstract or instance-based? Effects of spelling inconsistency in orthographic learning. Canadian Journal of Experimental Psychology. Sep;65(3) (2011): 214-428. Accessed December 12, 2011. Dixon, M. & Kaminska, Z. Is it Misspelled or is it Misspelled? The Influence of Fresh Orthographic Information on Spelling. Readingand Writing. An Interdisciplinary Journal. 9 (1997): 483-498. Ehri, L. Reading by Sight and by Analogy in Beginning Readers. In C. Hulme & R.M. Joshi (Eds.),Readingand Spelling: Developmental and Disorders Lawrence Erlbaum Assoc., (1998b):  87-112. Ehri, L. Learning to Read and Learning to Spell: Two Sides of a Coin. Topics in Language Disorders, 20(3) (2000): 19-36. Folk, J., Rapp, B., & Goldrick, M. The Interaction of Lexical and Sublexical Information in Spelling: What’s the Point? Cognitive Neuropsychology, 19 (7) (2002): 653-671. Accessed December 12, 2011. Jacoby, L., & Hollingshead, A. Reading Student Essays may be Hazardous to your Spelling: Effects of Reading Incorrectly and Correctly Spelled words. Canadian Journal of Psychology, 44(3) (1990): 345-358.
  • Sources Nielsen Wire. U.S.TeenMobileReport: Calling Yesterday, Texting Today, Using Apps Tomorrow. (October 14, 2010). Accessed December 12, 2011. Plester, B. & Wood, C. Exploring Relationships between Traditional and New Media Literacies: British Preteen Texters at School.  Journal of Computer-Mediated Communication. Volume 14, Issue 4, 1108–1129. (July 2009). Accessed December 12, 2011. Thurlow, C.  Generation Txt? The sociolinguistics of young people’s text-messaging. Discourse Analysis Online, 1(1). (2003). Accessed December 12, 2011. Wood, C., Meachem, S., et al. A Longitudinal Study of Children’s Text Messaging and Literacy Development. British Journal of Psychology. Aug;102 (3):431-42. (2011). Accessed December 12, 2011.
  • For decades, reading research has focused on phonological awareness and reading attainment. Researchers have shown repeatedly that children who receive explicit phonological awareness instruction eventually improve their literary skills.  More importantly, much textism depends upon senders and receivers having good linguistic abilities and some acquired linguistic skills for successful texting to take place. Therefore, to all intents and purposes, texting, through its text manipulations and creations, provides a platform for young people to create and practice phonemic activities that enhance phonemic awareness. This vital skill is eventually readily transferred to reading and writing acquisition, and furthers literacy development. So, texting is not necessarily detrimental and, in some cases, actually adds to the literary skills of those children whose innate phonological capabilities are functioning normally.
  • December 12, 2011 by Lesley Lanir
  • Their results did not conclusively support the negative reports surrounding cell phone use and texting. Quite the reverse, they discovered that textese and textisms assisted the development of literary skills.
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Text messaging 'improves children's spelling skills' - Telegraph - 1 views

www.telegraph.co.uk/...childrens-spelling-skills.html Supporting Evidence Texting 2.4
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  • According to the report, the association between spelling and text messaging may be explained by the “highly phonetic nature” of the abbreviations used by children and the alphabetic awareness required for successfully decoding the words. “It is also possible that textism use adds value because of the indirect way in which mobile phone use may be increasing children’s exposure to print outside of school,” said the report, funded by Becta, the Government’s education technology agency. Prof Clare Wood, senior lecturer in the university’s psychology department, said: “We are now starting to see consistent evidence that children’s use of text message abbreviations has a positive impact on their spelling skills. “There is no evidence that children’s language play when using mobile phones is damaging literacy development.”
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Text Messaging and Grammatical Development | Nuffield Foundation - 1 views

www.nuffieldfoundation.org/ng-and-grammatical-development Supporting Evidence 2.4 Texting
shared by harleyquinn0429 on 13 Jan 15 - No Cached
  • Researchers: Professor Clare Wood, Coventry University & Dr Nenagh Kemp, University of Tasmania
  • The study found that children and young people's tendency to make grammatical mistakes while texting does not have a negative influence on their performance on grammar and spelling tests over the course of a year.
  • Similarly, secondary school children's use of ungrammatical word forms and omission of punctuation and capitalisation were all positively associated with growth in the children’s spelling ability over the course of a year.
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TV and Kids under Age 3 . Articles . Children and Media . PBS Parents | PBS - 0 views

www.pbs.org/...article-faq.html Television
shared by Edgar Mahone on 13 Jan 15 - Cached
  • More than four in 10 (43%) of children under the age of 2 watch TV every day and nearly one in five (18%) watch videos or DVDs every da
  • ver the last three decades many studies have focused on television and children, with a fair amount of emphasis on preschool-aged children. To date, infants and toddlers have received limited attention. This is starting to change given the big boom in programs and products directed at the very young -
  • Programs that are well designed and take into consideration children's developmental stages are more likely to have educational merit than shows not geared toward their healthy growth
    • Edgar Mahone
      Edgar Mahone on 13 Jan 15
       
      Copyright 2003-2015
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  • Studies have found that children at 30 months of age who watched certain programs (one study focused on Dora the Explorer, Blues Clues, Clifford and Dragon Tales) resulted in greater vocabularies and higher expressive language
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Impact of media use on children and youth - 0 views

www.ncbi.nlm.nih.gov/...PMC2792691 Television
shared by Edgar Mahone on 13 Jan 15 - No Cached
  • elevision can be a powerful teacher (17). Watching Sesame Street is an example of how toddlers can learn valuable lessons about racial harmony, cooperation, kindness, simple arithmetic and the alphabet through an educational television format. Some public television programs stimulate visits to the zoo, libraries, bookstores, museums and other active recreational settings, and educational videos can certainly serve as powerful prosocial teaching devices
  • The educational value of Sesame Street, has been shown to improve the reading and learning skills of its viewers (18). In some disadvantaged settings, healthy television habits may actually be a beneficial teaching tool (17).
  • High school programs promoting media awareness have been shown to be beneficial (4). They give students more understanding of how the media may affect them socially.
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  • Parental involvement in determining desirable programming is the best choice. Parents have to monitor and control their children’s viewing habits.
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