Abstract

Examined the extent to which kindergartners used computer speech during narrative writing and the relationship between this use and the linguistic properties of their written products. Found that length of text, grammatical cohesion, and lexical density were strongly associated with use of computer-generated spoken feedback. Narrative types and number of revisions were more weakly associated with feedback use. (Author)

Citation

Jones, I. (1998). The Effect of Computer-Generated Spoken Feedback on Kindergarten Students' Written Narratives. Journal of Computing in Childhood Education, 9(1), 43-56. Retrieved August 6, 2024 from https://www.learntechlib.org/p/86392/.

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Keywords

• Childrens Writing
• Computer Uses in Education
• educational technology
• feedback
• Grammatical Acceptability
• Kindergarten Children
• Primary Education
• Text Structure
• Writing (Composition)