Interactive whole language e-story for early literacy development in ethnic minority children

บทความในวารสาร


ผู้เขียน/บรรณาธิการ


กลุ่มสาขาการวิจัยเชิงกลยุทธ์

ไม่พบข้อมูลที่เกี่ยวข้อง


รายละเอียดสำหรับงานพิมพ์

รายชื่อผู้แต่งPhadung M., Suksakulchai S., Kaewprapan W.

ผู้เผยแพร่Springer

ปีที่เผยแพร่ (ค.ศ.)2016

วารสารEducation and Information Technologies (1360-2357)

Volume number21

Issue number2

หน้าแรก249

หน้าสุดท้าย263

จำนวนหน้า15

นอก1360-2357

eISSN1573-7608

URLhttps://www.scopus.com/inward/record.uri?eid=2-s2.0-84959165992&doi=10.1007%2fs10639-014-9318-8&partnerID=40&md5=a58b1313c5f16d0020256e1c4a08878e

ภาษาEnglish-Great Britain (EN-GB)


ดูในเว็บของวิทยาศาสตร์ | ดูบนเว็บไซต์ของสำนักพิมพ์ | บทความในเว็บของวิทยาศาสตร์


บทคัดย่อ

This study investigated the effects of using an interactive e-story for early literacy instruction on word recognition, story comprehension and story application. The study was conducted in two classrooms in the southern border provinces of Thailand with ethnic minority children at the kindergarten level. The samples consisted of 60 children who used the Pattani Malay language as a mother tongue, and who had little experience with Thai, the language of instruction in the kindergarten classrooms. The experimental classroom had 30 children who learned with the interactive e- story. The control classroom had 30 children who learned with the paper version of the e-story. Both groups were taught using a whole language approach for 45 min per day over 8 weeks. This research used a pretest-posttest design on word recognition and story application, and only a posttest design on story comprehension. The results showed the positive effects of using an interactive e- story and present an alternative method to foster the early literacy learning of ethnic minority children. These results showed the children’s improvement after using interactive e-story and a significant difference in word recognition and story application. The comparison of the early literacy improvement between two groups revealed a significant difference in word recognition and story comprehension but no significant difference in story application. Implications for future study and education are discussed. © 2014, Springer Science+Business Media New York.


คำสำคัญ

E-storyInteractive multimediaMinority childrenSecond language learning


อัพเดทล่าสุด 2023-27-09 ถึง 07:35