You are here:

The Effects of Computerized Picture-Word Processing on Kindergartners' Language Development
ARTICLE

,

Journal of Research in Childhood Education Volume 5, Number 1, ISSN 0256-8543

Abstract

This study involved 103 kindergartners, 52 of whom received instruction on a picture-word processor system. Results indicate that students who received the picture-word processor instruction responded enthusiastically to the system and did significantly better in reading than those who received no instruction. (SH)

Citation

Chang, L.L. & Osguthorpe, R.T. (1990). The Effects of Computerized Picture-Word Processing on Kindergartners' Language Development. Journal of Research in Childhood Education, 5(1), 73-84. Retrieved October 15, 2019 from .

This record was imported from ERIC on March 21, 2014. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.