國立虎尾科技大學 |

Technology for Improving Early Reading in Multi-Lingual Settings : = Evidence from Rural South Africa.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Technology for Improving Early Reading in Multi-Lingual Settings :/
Reminder of title:	Evidence from Rural South Africa.
Author:	Castillo, Nathan M.
Description:	1 online resource (144 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
Contained By:	Dissertation Abstracts International78-12A(E).
Subject:	Educational technology. -
Online resource:	click for full text (PQDT)
ISBN:	9780355110159

Technology for Improving Early Reading in Multi-Lingual Settings : = Evidence from Rural South Africa.
Castillo, Nathan M.

Technology for Improving Early Reading in Multi-Lingual Settings :Evidence from Rural South Africa. - 1 online resource (144 pages)

Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

In September 2015, the United Nations ratified 17 Sustainable Development Goals (SDGs), including a central goal to improve the quality of learning, and attain universal literacy. As part of this effort, the UN and other funding agencies see technology as a major enabling tool for achievement of the SDGs. However, little evidence exists concerning major claims about the success of particular interventions, especially in developing countries. An additional barrier to achieving the SDGs for education is a better understanding of how learning occurs for promoting successful transfer of reading skills in linguistically diverse settings.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355110159Subjects--Topical Terms:

556755
Educational technology.
Index Terms--Genre/Form:

554714
Electronic books.

Technology for Improving Early Reading in Multi-Lingual Settings : = Evidence from Rural South Africa.
LDR:02921ntm a2200409Ki 4500 001 911824
005 20180531103648.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9780355110159
035 $a (MiAaPQ)AAI10271211
035 $a (MiAaPQ)upenngdas:12714
035 $a AAI10271211
040 $a MiAaPQ $b eng $c MiAaPQ
099 $a TUL $f hyy $c available through World Wide Web
100 1 $a Castillo, Nathan M. $3 1183894
245 1 0 $a Technology for Improving Early Reading in Multi-Lingual Settings : $b Evidence from Rural South Africa.
264 0 $c 2017
300 $a 1 online resource (144 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
500 $a Adviser: Daniel A. Wagner.
502 $a Thesis (Ph.D.) $c University of Pennsylvania $d 2017.
504 $a Includes bibliographical references
520 $a In September 2015, the United Nations ratified 17 Sustainable Development Goals (SDGs), including a central goal to improve the quality of learning, and attain universal literacy. As part of this effort, the UN and other funding agencies see technology as a major enabling tool for achievement of the SDGs. However, little evidence exists concerning major claims about the success of particular interventions, especially in developing countries. An additional barrier to achieving the SDGs for education is a better understanding of how learning occurs for promoting successful transfer of reading skills in linguistically diverse settings.
520 $a This research investigates the impact of a computer-based early grade reading intervention for improving literacy outcomes in rural South Africa. Results show that learners in intervention schools performed significantly better on mother tongue reading fluency measures, as well as comprehension. Further, this study identified a pair of values by which mother tongue decoding skills significantly improved the ability to predict transfer of skills to English.
520 $a The findings indicate that teaching literacy through guided and contextualized digital material can support development of early reading skills. However, more research is needed to enhance sustainability of the treatment effect over time. The results further demonstrate the importance of establishing baseline reading skills in a mother tongue language for improving transfer of literacy skills to English.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational technology. $3 556755
650 4 $a Language. $3 571568
650 4 $a Educational tests & measurements. $3 1180442
650 4 $a Reading instruction. $3 1148440
650 4 $a South African studies. $3 1183895
655 7 $a Electronic books. $2 local $3 554714
690 $a 0710
690 $a 0679
690 $a 0288
690 $a 0535
690 $a 0654
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Pennsylvania. $b Education. $3 1179948
773 0 $t Dissertation Abstracts International $g 78-12A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10271211 $z click for full text (PQDT)