Playful Practice of Early Literacy Skills via Customized Digital Books and Apps Barbara Culatta and Kendra Hall-Kenyon
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
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
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
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
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
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
HANDS-ON LESSONS
Hands On Activities n Expose children to a target phonological/phonic pattern (e.g., -ack) (http://education.byu.edu/seel) n Embed reasons to read and write n Follow-up with extension activities n Relate to themes in books and units
n Make snack packs with snacks that crack, put the word sack in the pack
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)
Phonological Awareness n Use array of functions, emotions, reasons to communicate
Phonological Awareness n Interact in rhyme; use build ups and break downs n Contextualize One Duck Stuck A Duck in a Truck
Bob s Job
Trot to A Slot in the Parking Lot
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!
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
Hands-on Cap Activity
TECHNOLOGY USE (DIGITAL BOOKS AND INTERACTIVE MEDIA)
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
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)
Pictello n Get screen shot or photo of children using Pictello -
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.
Hideout: Interactive App
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.
EVALUATION Single subject studies Engagement Standards for using technology with young children
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
Multiple Baseline Design (with 12 students) Acquired targets as a result of training Generalized to similar patterns Maintained trained phonic skill
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
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
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
BENEFITS AND IMPLICATIONS
Benefits Provides varied ways to practice (permits intense exposure and practice)
Benefits n Captures interest, motivates n Permits supplemental opportunities to practice skills that fit the curricular themes and targets
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)
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)
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
David O. McKay School of Education (http://education.byu.edu/seel)
Using Personalized Digital Books to Teach Early Reading Skills Project SEEL Brigham Young University