Use of Technology in Improving Literacy

Frank R. Yekovich*, Agnes Cave**, Carol Walker Yekovich***
*-*** Department of Education, The Catholic University of America, Washington, D.C.
Periodicity:June - August'2009
DOI : https://doi.org/10.26634/jsch.5.1.235

Abstract

The Technology-Rich Authentic Learning Environments (TRALE) program was designed to develop for young, urban learners a responsive and effective instructional program in which technology played a vital part in the completion of meaningful, problem-based tasks. TRALE was implemented in early childhood classrooms (i.e., K-3rd grade) as a technology-rich learning community where participating classrooms used technology to achieve a role they assumed in a community (e.g., general store, newsroom), and students in these classrooms learned knowledge and acquired skills prescribed by particular content standards and the curriculum of the school district.

This paper focuses on how technology-based tools were used for enhancing students’ literacy acquisition.Student achievement data indicate that when implemented as designed, TRALE significantly improved the standardized reading test scores of 2nd and 3rd graders.

Keywords

Urban learners, Technology, Authentic learning, Language arts, Early Childhood Education.

How to Cite this Article?

Frank R. Yekovich ,Agnes Cave and Carol Walker Yekovich (2009). Use of Technology in Improving Literacy. i-manager’s Journal on School Educational Technology. 5(1), 81-91. https://doi.org/10.26634/jsch.5.1.235

References

[1]. Banovetz, J.E. (2000). Illinois adult literacy failing the workforce: Alternative solution needed. Policy Profiles. Retrieved from http://www.cgsniu.org / publications/policyprofiles/3literacy.pdf
[2]. Blythe, J.M. (2006). Computer-based phonological skills training for primary students with mild to moderate dyslexia: A Pilot study. Australian Journal of Educational and Developmental Psychology, 6, 39-49.
[3]. Brown, C. (2003). Guiding elementary students to generate reading comprehension tests. Tech Trends, 47(3), 10-15.
[4]. Brunner, M.S. (1993). Reduced recidivism and increased employment opportunity through researchbased reading instruction. Washington, DC: Department of Justice, Office of Juvenile Justice and Delinquency Prevention, Juvenile Justice Clearinghouse.
[5]. Cave, A., & Yekovich, F.R. (2008). The effect of TRALE (Technology-Rich Authentic Learning Environments) on young urban learners' intentionality in writing. Unpublished manuscript. The Catholic University of America, Washington, DC.
[6]. Cave, A., & Yekovich, F.R. (2009). Improving the literacy of young urban learners. Unpublished manuscript, The Catholic University of America, Washington, DC.
[7]. Cuddeback, M.J., & Ceprano, M.A. (2002). The use of accelerated reader with emergent readers. Reading Improvement, 39(2), 89-96.
[8]. Cunningham, A.E., & Stanovich, K.E. (1998). What reading does for the mind. American Educator, 22(1 & 2), 8-15.
[9]. Duris, A.L. (2005). Using start-to-finish books for students with physical impairments. Physical Disabilities: Education and Related Services, 23(2), 115-136.
[10]. Freire, P. (1970). The adult literacy process as cultural action for freedom. Harvard Educational Review, 40, 205-212.
[11]. Gardner, T.J. (2008). Speech recognition for students with disabilities in writing. Physical Disabilities: Education and Related Services, 26(2), 43-53.
[12]. Kuiper, E., Volman, M., & Terwel, J. (2008). Students' use of web literacy skills and strategies: Searching, reading and evaluating web information.Information Research, 13(3), Article 351. Retrieved from http://informationr.net/ir/13-3/paper351.html
[13]. Labbo, L.D. (2005).From morning message to digital morning message: Moving from the tried and true to the new, Reading Teacher, 58(8), 782-785
[14]. Leu, D.J., Jr. (2000). Literacy and technology: Deictic consequences for literacy education in an information age. In M.L. Kail, P.B. Mosenthal, P.D. Person, & R. Barr (Eds.). Handbook of Reading Research (Vol. 3, pp. 743-770). Mahwah, NJ: Erlbaum.
[15]. McGee, L.M., & Richgels, D.J. (2006). Can technology support emergent reading and writing? In M.C. McKenna, L.D. Labbo, R.D. Kieffer, & D. Rethinking (Eds.), International Handbook of Literacy and Technology (Vol. II, pp. 369-378). Mahwah, NJ: Lawrence Erlbaum Associates
[16]. Oxenham, J., Diallo, A.H., Katahoire, A.R., Petkova- Mwangi, A., & Sall, O. (2002). Skills and literacy training for better livelihoods: A review of approaches and experiences. Human Development Sector, Africa Region. Washington, DC: World Bank.
[17]. Peterson-Karlan, G., Hourcade, J.J., & Parette, P. (2008). A review of assistive technology and writing skills for students with physical and educational disabilities. Physical Disabilities: Education and Related Services, 26(2), 13-32.
[18]. Reinking, D., McKenna, M.C., Labbo, L.D., & Keiffer, R.D. (Eds.). (1998). Handbook of Literacy and Technology: Transformations in a post-typographic world. Mahwah, NJ: Lawrence Erlbaum Associates.
[19]. Schuh, K.L., & Farrell, C.A. (2006). Student effort, media preference, and writing quality when using print and electronic resources in expositor y writing. Educational Computing Research, 35(1), 61-81.
[20]. Stotsky, S. (1996). Participatory writing: Literacy for civic purposes. In A.H. Duin, & C.J. Hansen (Eds.), Nonacademic writing: Social theory and technology (pp. 227-256). Mahwah, NJ: Lawrence Erlbaum Associates.
[21]. Torgesen, J.K., & Mathes, P.G. (2002). Assessment and instruction in phonological awareness (2nd ed.). Tallahassee, FL: Florida Department of Education. Division of Public Schools and Community Education.
[22]. Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Trans., Eds.) Cambridge, MA: Harvard University Press.
[23]. Walker, C.H., & Yekovich, F.R. (1999). TRALEs to literacy. Educational Leadership, 57(2), 57-60.
[24]. Wang, M.C. (1992). Adaptive education strategies: Building on diversity. Baltimore, MD: Paul H. Brookes Publishing Co.
If you have access to this article please login to view the article or kindly login to purchase the article

Purchase Instant Access

Single Article

North Americas,UK,
Middle East,Europe
India Rest of world
USD EUR INR USD-ROW
Online 15 15

Options for accessing this content:
  • If you would like institutional access to this content, please recommend the title to your librarian.
    Library Recommendation Form
  • If you already have i-manager's user account: Login above and proceed to purchase the article.
  • New Users: Please register, then proceed to purchase the article.