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Supporting Executive Functions during Children's Preliteracy Learning with the Computer

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Title: Supporting Executive Functions during Children's Preliteracy Learning with the Computer
Language: English
Authors: Van de Sande, E., Segers, E., Verhoeven, L.
Source: Journal of Computer Assisted Learning. Sep 2016 32(5):468-480.
Availability: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Peer Reviewed: Y
Page Count: 13
Publication Date: 2016
Document Type: Journal Articles
Reports - Research
Descriptors: Executive Function, Children, Emergent Literacy, Computer Literacy, Computer Uses in Education, Intervention, Randomized Controlled Trials, Experimental Groups, Control Groups, Computer Software, Progress Monitoring, Comparative Analysis, Learning Processes, Computer Games
DOI: 10.1111/jcal.12147
ISSN: 0266-4909
Abstract: The present study examined how embedded activities to support executive functions helped children to benefit from a computer intervention that targeted preliteracy skills. Three intervention groups were compared on their preliteracy gains in a randomized controlled trial design: an experimental group that worked with software to stimulate early literacy with embedded executive-functioning support (EL + EF group), an experimental group that worked with the same early literacy software without the explicit EF-support (EL group) and a control group that played with language discovery games from the same software. These groups were contrasted on their preliteracy progress over time and on their learning behaviours while working with the software. Results showed that children in the two experimental groups progressed more in preliteracy skills on the long-term, with the EL + EF group showing the highest learning effects. These results were mainly shown for the children with lower levels of EFs. Moreover, children in the EL + EF group showed more independent behaviour and played more games than children in the EL group. These results indicate that young children can show more effective learning over time during computer interventions when their executive functions are kept active.
Abstractor: As Provided
Entry Date: 2016
Accession Number: EJ1112971
Database: ERIC
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  Data: Supporting Executive Functions during Children's Preliteracy Learning with the Computer
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Computer+Assisted+Learning%22"><i>Journal of Computer Assisted Learning</i></searchLink>. Sep 2016 32(5):468-480.
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  Data: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
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  Data: <searchLink fieldCode="DE" term="%22Executive+Function%22">Executive Function</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Emergent+Literacy%22">Emergent Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Literacy%22">Computer Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Uses+in+Education%22">Computer Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Randomized+Controlled+Trials%22">Randomized Controlled Trials</searchLink><br /><searchLink fieldCode="DE" term="%22Experimental+Groups%22">Experimental Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Control+Groups%22">Control Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Software%22">Computer Software</searchLink><br /><searchLink fieldCode="DE" term="%22Progress+Monitoring%22">Progress Monitoring</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Games%22">Computer Games</searchLink>
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  Data: 10.1111/jcal.12147
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– Name: Abstract
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  Data: The present study examined how embedded activities to support executive functions helped children to benefit from a computer intervention that targeted preliteracy skills. Three intervention groups were compared on their preliteracy gains in a randomized controlled trial design: an experimental group that worked with software to stimulate early literacy with embedded executive-functioning support (EL + EF group), an experimental group that worked with the same early literacy software without the explicit EF-support (EL group) and a control group that played with language discovery games from the same software. These groups were contrasted on their preliteracy progress over time and on their learning behaviours while working with the software. Results showed that children in the two experimental groups progressed more in preliteracy skills on the long-term, with the EL + EF group showing the highest learning effects. These results were mainly shown for the children with lower levels of EFs. Moreover, children in the EL + EF group showed more independent behaviour and played more games than children in the EL group. These results indicate that young children can show more effective learning over time during computer interventions when their executive functions are kept active.
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      – Type: doi
        Value: 10.1111/jcal.12147
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 468
    Subjects:
      – SubjectFull: Executive Function
        Type: general
      – SubjectFull: Children
        Type: general
      – SubjectFull: Emergent Literacy
        Type: general
      – SubjectFull: Computer Literacy
        Type: general
      – SubjectFull: Computer Uses in Education
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Randomized Controlled Trials
        Type: general
      – SubjectFull: Experimental Groups
        Type: general
      – SubjectFull: Control Groups
        Type: general
      – SubjectFull: Computer Software
        Type: general
      – SubjectFull: Progress Monitoring
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Learning Processes
        Type: general
      – SubjectFull: Computer Games
        Type: general
    Titles:
      – TitleFull: Supporting Executive Functions during Children's Preliteracy Learning with the Computer
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            NameFull: Van de Sande, E.
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            NameFull: Segers, E.
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            NameFull: Verhoeven, L.
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              M: 09
              Type: published
              Y: 2016
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              Value: 32
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            – TitleFull: Journal of Computer Assisted Learning
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