Playful Practice of Early Literacy Skills via Customized Digital Books and Apps. Barbara Culatta and Kendra Hall-Kenyon

Transcription

1 Playful Practice of Early Literacy Skills via Customized Digital Books and Apps Barbara Culatta and Kendra Hall-Kenyon

2 Playful Practice of Early Literacy Skills Via Customized Digital Books and Apps Hall-Kenyon, Jolie hill, Audra Barbara Culatta, Kendra Hall-Kenyon, Jolie Hill, Joseph Baird Education.byu.edu/SEEL

3 n SEEL Overview n Principles n Settings n Phases of SEEL instruction n Technology Use in SEEL n Interactive ipad app n Digital books n Evaluation and implications

4 Systematic and Engaging Early Literacy n Systematic and Explicit " Developmentally sequenced curriculum " Intense, frequent exposure and opportunities to practice " Clear objectives n Engaging " Playful practice " Meaningful content and contexts " Hands- on and compelling activities " Interactive

5 Settings n Grade levels: Pre-K through 1 st and 2 nd n Contexts: Whole class and small group n Curricular components: n Phonological awareness n Phonics/decoding n Spelling/word analysis n Writing n Vocabulary and comprehension

6 Technology Use in SEEL n Use apps and digital books to support and relate to the teaching of targeted early literacy skills in phonological awareness and phonics n Use personalized digital books that connect and build upon traditional hands-on activities (to replicate or represent personal experiences

7 Settings n Pre-K through first grade whole class n Supplemental instruction for tier 3 n Hands-on activities n education.byu.edu/seel n Follow-up activities using personalized digital books n Emphasis on reading and writing

8 HANDS-ON LESSONS

9 Hands On Activities n Expose children to a target phonological/phonic pattern (e.g., -ack) ( n Embed reasons to read and write n Follow-up with extension activities n Relate to themes in books and units

10 n Make snack packs with snacks that crack, put the word sack in the pack

11 Read and blend S - ack -- sack T - ack -- tack B - ack - back (as the children put left foot and then right foot along the tracks)

12 Phonological Awareness n Use array of functions, emotions, reasons to communicate

13 Phonological Awareness n Interact in rhyme; use build ups and break downs n Contextualize One Duck Stuck A Duck in a Truck

14 Bob s Job

15 Trot to A Slot in the Parking Lot

16 Provide Reasons to Practice How to make pizza: n Flip the dough n Clip and snip the bag of sauce n Tip the bag n Drip the sauce n Rip a strip of pepper n Rip a strip of cheese n Yum!

17 Provide Experience-Based Controlled Texts Drip Art Rip a strip of paper Snip the strip to make a tip Put a clip on the strip Grip the strip with the clip Dip the tip in paint Let the tip drip, drip, drip Tip the paint to let it drip

18 Hands-on Cap Activity

19 TECHNOLOGY USE (DIGITAL BOOKS AND INTERACTIVE MEDIA)

20 Technology Use (follows NAEYC Position Statement) n Integrates technology with hands-on experiences n Connects to personal experiences n Draws upon active play, engagement and interactions with children and adults n Personalizes learning n Relates content and skills to what children are learning

21 Standards for Technology Use n Did not replace active play, engagement with other children, and interactions with adults (NAEYC, 2012) n Integrated technology with other props, handson materials, activities and interactions (NAEYC, 2012) n Related content to what children are already learning (Chiong & Shuler, 2010) n Personalized learning and content (NAEYC, 2012)

22 Pictello n Get screen shot or photo of children using Pictello -

23 Pictello Digital Books n n Take photos during instruction and upload in Pictello story frame Provide follow-up reasons to read and write target words.

24 Hideout: Interactive App

25 Hideout n Utilizes game mechanics (e.g., collecting, building, exploring, creating spectacles) n Exemplifies a target phonic patterns (e.g., drag rags to a rag bag and make tags for rags and bags) n Provides opportunities to read and write about the experience.

26 EVALUATION Single subject studies Engagement Standards for using technology with young children

27 Single-subject Studies n Multiple baseline across behaviors design (Baer, Wolf, & Risley, 1968; Kennedy, 2006) n Compared trained with untrained targets (e.g. -ot, -og, -ap) n Demonstrated treatment effect with twelve students

28 Multiple Baseline Design (with 12 students) Acquired targets as a result of training Generalized to similar patterns Maintained trained phonic skill

29 Engagement n Initially focused on button pushing (watching for effect, arguing about turns, not attending to the screen) and required higher levels of support n Once the e-book became a routine, attention to the print and story increased

30 Engagement n Factors that improved attention n Setting limits (e.g., expectation for whose turn it was to activate the digital book) n Building in a requirement for a response n Asking questions (in print and orally) n Giving choices n Engaging in shared reading

31 Engagement n Typically high levels of academically engaged and respectful behaviors (Direct Behavior Rating Scale) n Initially attempted to manipulate the ebook like a cause/effect toy n Adapted to the book functions, exhibited greater attention to the printed text and story content

32 BENEFITS AND IMPLICATIONS

33 Benefits Provides varied ways to practice (permits intense exposure and practice)

34 Benefits n Captures interest, motivates n Permits supplemental opportunities to practice skills that fit the curricular themes and targets

35 Benefits n Permits differentiated instruction. n Provides fun, interactive strategies for learning. n Makes personalized texts easy to produce (children loved reading and writing about what they experienced)

36 Lessons Learned n Build in contingent responses to raise attention to print n Use the edit feature in different ways to turn over responsibility to write (permits interactive writing about experiences in addition to writing to dictation)

37 Lessons Learned n Manipulate features of the Pictello presentation n Predictable script reduces excitement but increases attention to content and print n Building in contingent responses raises attention to print n Use the edit feature in different ways; copy the stories to have read and write versions

38 David O. McKay School of Education (

39 Using Personalized Digital Books to Teach Early Reading Skills Project SEEL Brigham Young University