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Enhancing French Preschoolers' Early Literacy Skills with a New Educational Classroom Application.

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Title: Enhancing French Preschoolers' Early Literacy Skills with a New Educational Classroom Application.
Authors: Thomas, Aude1 (AUTHOR) aude.thomas@univ-lorraine.fr, Hoareau, Lara1 (AUTHOR), Jarlégan, Annette1 (AUTHOR), Hubert, Blandine1 (AUTHOR), Luxembourger, Christophe1 (AUTHOR), Tazouti, Youssef1 (AUTHOR)
Source: Early Education & Development. May/Jun2025, Vol. 36 Issue 4, p886-911. 26p.
Subject Terms: *Kindergarten children, *Emergent literacy, *National curriculum, *Phonological awareness, *Preschool children, Multilevel models, Oral communication
Abstract: Research Findings: Recent research suggests that the new learning opportunities provided by educational applications can help children strengthen their early literacy skills. The present study assessed whether using AppLINOU, a French educational application, in the classroom helps kindergarten students improve their early literacy skills (alphabet knowledge, phonological awareness, and oral language). This study is one of the first to be conducted in France's kindergartens. The research encompassed 537 students, all following the national curriculum. The experimental group integrated AppLINOU into their lessons, while the control group did not. The experiment lasted 25 weeks, and students completed a 20-min session per week of early literacy activities. Multilevel growth models showed that students in the experimental group performed better in early literacy at the end of the experiment than those in the control group. Specifically, the experimental group demonstrated enhanced letter knowledge and phonological awareness, though no significant impact on oral language was observed. Practice or Policy: The findings carry substantial implications for the design and the integration of educational applications in preschool settings. In particular, these applications require specific attributes, such as oral instructions or feedback, to enhance the engagement of pre-reading children in the designated activities. [ABSTRACT FROM AUTHOR]
Copyright of Early Education & Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Enhancing French Preschoolers' Early Literacy Skills with a New Educational Classroom Application.
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  Data: <searchLink fieldCode="JN" term="%22Early+Education+%26+Development%22">Early Education & Development</searchLink>. May/Jun2025, Vol. 36 Issue 4, p886-911. 26p.
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  Data: *<searchLink fieldCode="DE" term="%22Kindergarten+children%22">Kindergarten children</searchLink><br />*<searchLink fieldCode="DE" term="%22Emergent+literacy%22">Emergent literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22National+curriculum%22">National curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22Phonological+awareness%22">Phonological awareness</searchLink><br />*<searchLink fieldCode="DE" term="%22Preschool+children%22">Preschool children</searchLink><br /><searchLink fieldCode="DE" term="%22Multilevel+models%22">Multilevel models</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+communication%22">Oral communication</searchLink>
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  Data: Research Findings: Recent research suggests that the new learning opportunities provided by educational applications can help children strengthen their early literacy skills. The present study assessed whether using AppLINOU, a French educational application, in the classroom helps kindergarten students improve their early literacy skills (alphabet knowledge, phonological awareness, and oral language). This study is one of the first to be conducted in France's kindergartens. The research encompassed 537 students, all following the national curriculum. The experimental group integrated AppLINOU into their lessons, while the control group did not. The experiment lasted 25 weeks, and students completed a 20-min session per week of early literacy activities. Multilevel growth models showed that students in the experimental group performed better in early literacy at the end of the experiment than those in the control group. Specifically, the experimental group demonstrated enhanced letter knowledge and phonological awareness, though no significant impact on oral language was observed. Practice or Policy: The findings carry substantial implications for the design and the integration of educational applications in preschool settings. In particular, these applications require specific attributes, such as oral instructions or feedback, to enhance the engagement of pre-reading children in the designated activities. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Early Education & Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/10409289.2025.2449694
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        Text: English
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      – SubjectFull: Oral communication
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      – TitleFull: Enhancing French Preschoolers' Early Literacy Skills with a New Educational Classroom Application.
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              Text: May/Jun2025
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