An approach for children's emergent literacy adaptive activities
Resumo
In the educational field, there is a concern about helping children to develop emergent literacy skills such as reading and writing. However, this is not a trivial task since children may have different needs based on their skill levels. In this sense, we present an approach that employs mobile and cloud computing technology to adapt activities from different subjects according to children skill levels. Besides, our proposal generates assessment reports so teachers can monitor children achievement in real time. Experiments were conducted, and the results were positive, showing that our proposal could ease the development of adaptive activities and improve children engagement.
Palavras-chave:
alfabetização emergente, crianças, atividades adaptativas, tecnologia móvel, computação em nuvem
Referências
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Dust, F. and Jonsdatter, G. (2008). Design Dictionary: Perspectives on Design Terminology, chapter Participatory Design, pages 290–292. Birkhäuser Basel, Basel.
Elliott, E.M. and Olliff, C.B. (2008). Developmentally appropriate emergent literacy activities for young children: Adapting the early literacy and learning model. Early Childhood Education Journal, 35(6):551–556.
Ferreiro, E. and Teberosky, A. (1986). Psicogênese da língua escrita. Artes Médicas.
Genlott, A.A. and Grønlund, Å. (2013). Improving literacy skills through learning reading by writing: The iwtr method presented and tested. Computers & Education, 67:98–104.
Levin, I. and Korat, O. (1993). Sensitivity to phonological, morphological, and semantic cues in early reading and writing in Hebrew. Merrill-Palmer Quarterly (1982-), pages 213–232.
Massetti, G.M. (2009). Enhancing emergent literacy skills of preschoolers from low-income environments through a classroom-based approach. School Psychology Review, 38(4).
Myrtil, M.J., Justice, L.M., Pelfrey, L., Logan, J.A., Xie, K., and Barnes, L. (2018). Preschool teachers' implementation fidelity when using a technology-mediated language and literacy intervention. Child & Youth Care Forum, 47(6):771–786.
Pontecorvo, C., Orsolini, M., Burge, B., and Resnick, L.B. (2014). Children's early text construction. Routledge.
Pontecorvo, C. and Zucchermaglio, C. (1988). Modes of differentiation in children's writing construction. European Journal of Psychology of Education, 3(4):371.
Sandbank, A. (2001). On the interplay of genre and writing conventions in early text writing. In Developmental aspects in learning to write, pages 55–75. Springer.
Schirmer, B.R. (2008). How effectively are we preparing teacher educators in special education? the case of deaf education. American Annals of the Deaf, 153(4):411–419.
Schuler, D. and Namioka, A. (1993). Participatory design: Principles and practices. CRC Press.
Shamir, A. and Korat, O. (2007). Developing an educational e-book for fostering kindergarten children's emergent literacy. Computers in the Schools, 24(1-2):125–143.
Stanovich, K.E. (2009). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Journal of education, 189(1-2):23–55.
Vernon, S. and Ferreiro, E. (1999). Writing development: A neglected variable in the consideration of phonological awareness. Harvard Educational Review, 69(4):395–416.
Vogt, F. and Rogalla, M. (2009). Developing adaptive teaching competency through coaching. Teaching and Teacher Education, 25(8):1051–1060.
Waxman, H.C. et al. (1985). Synthesis of research on the effects of adaptive education. Educational leadership, 43(1):26–29.
Whitehurst, G.J. and Lonigan, C.J. (1998). Child development and emergent literacy. Child development, 69(3):848–872.
Dust, F. and Jonsdatter, G. (2008). Design Dictionary: Perspectives on Design Terminology, chapter Participatory Design, pages 290–292. Birkhäuser Basel, Basel.
Elliott, E.M. and Olliff, C.B. (2008). Developmentally appropriate emergent literacy activities for young children: Adapting the early literacy and learning model. Early Childhood Education Journal, 35(6):551–556.
Ferreiro, E. and Teberosky, A. (1986). Psicogênese da língua escrita. Artes Médicas.
Genlott, A.A. and Grønlund, Å. (2013). Improving literacy skills through learning reading by writing: The iwtr method presented and tested. Computers & Education, 67:98–104.
Levin, I. and Korat, O. (1993). Sensitivity to phonological, morphological, and semantic cues in early reading and writing in Hebrew. Merrill-Palmer Quarterly (1982-), pages 213–232.
Massetti, G.M. (2009). Enhancing emergent literacy skills of preschoolers from low-income environments through a classroom-based approach. School Psychology Review, 38(4).
Myrtil, M.J., Justice, L.M., Pelfrey, L., Logan, J.A., Xie, K., and Barnes, L. (2018). Preschool teachers' implementation fidelity when using a technology-mediated language and literacy intervention. Child & Youth Care Forum, 47(6):771–786.
Pontecorvo, C., Orsolini, M., Burge, B., and Resnick, L.B. (2014). Children's early text construction. Routledge.
Pontecorvo, C. and Zucchermaglio, C. (1988). Modes of differentiation in children's writing construction. European Journal of Psychology of Education, 3(4):371.
Sandbank, A. (2001). On the interplay of genre and writing conventions in early text writing. In Developmental aspects in learning to write, pages 55–75. Springer.
Schirmer, B.R. (2008). How effectively are we preparing teacher educators in special education? the case of deaf education. American Annals of the Deaf, 153(4):411–419.
Schuler, D. and Namioka, A. (1993). Participatory design: Principles and practices. CRC Press.
Shamir, A. and Korat, O. (2007). Developing an educational e-book for fostering kindergarten children's emergent literacy. Computers in the Schools, 24(1-2):125–143.
Stanovich, K.E. (2009). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Journal of education, 189(1-2):23–55.
Vernon, S. and Ferreiro, E. (1999). Writing development: A neglected variable in the consideration of phonological awareness. Harvard Educational Review, 69(4):395–416.
Vogt, F. and Rogalla, M. (2009). Developing adaptive teaching competency through coaching. Teaching and Teacher Education, 25(8):1051–1060.
Waxman, H.C. et al. (1985). Synthesis of research on the effects of adaptive education. Educational leadership, 43(1):26–29.
Whitehurst, G.J. and Lonigan, C.J. (1998). Child development and emergent literacy. Child development, 69(3):848–872.
Publicado
11/11/2019
Como Citar
MOMBACH, Jaline Gonçalves; DE SOUZA, Paulo Silas Severo; SOARES, Fabrizzio A. M. N.; ROSSI, Fábio Diniz; FERRETO, Tiago Coelho; LEAL, Lara.
An approach for children's emergent literacy adaptive activities. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 30. , 2019, Brasília/DF.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2019
.
p. 489-498.
DOI: https://doi.org/10.5753/cbie.sbie.2019.489.
