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Preschoolers' exploration of word processing with and without speech output

, Truman State University, United States

Master of Arts, Truman State University . Awarded


The purpose of this study was to investigate preschoolers' responses to word processing with and without speech output. A single factor repeated measures design was used during data collection. The following variables were chosen to measure preschoolers' responses to the word processor with and without speech output: total characters typed (CT), characters changed (CC) and letters correctly typed (LCT). It was found that Preschoolers typed significantly fewer total characters (CT) with speech output. Also, a negative relationship was found between preschoolers who typed more letters correct (LCT) and fewer total characters (CT).

During qualitative observations, exploratory behaviors were frequently observed when preschoolers typed with speech output. These exploratory behaviors were categorized into conceptual categories and developed into a theory: interest behaviors, emotional behaviors, regulatory behaviors, and shared communicative behaviors. The results of this study suggest that talking word processors should be considered a tool when teaching literacy tasks or facilitating the development of emergent literacy.


Windham, T.D. Preschoolers' exploration of word processing with and without speech output. Master of Arts thesis, Truman State University. Retrieved November 18, 2019 from .

This record was imported from ProQuest on October 22, 2013. [Original Record]

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