| 1. |
- Heimann, M., et al.
(author)
-
Multimedia and Literacy Learning Among Children With Various Disabilities – Lessons Since the Nineties
- 2016
-
In: Technology and Media in Children's Development. Irvine, California: 27-30 October 2016. - : The Society for Research in Child Development (SRCD).
-
Conference paper (other academic/artistic)abstract
- Collaborative research using variations on the same multimedia software (demo incorporated) is reviewed from studies in Sweden, Norway, Belgium, and the US. Substantial acceleration of progress is shown for deaf children in sign language and literacy, autistic children in oral language and literacy, and for motor-handicapped, dyslexic, and typically-developing children in literacy. Theoretical discussion covers top-down and bottom-up opportunities for processing. Further, the dynamic interplay of cognitive, language, attitudinal, cultural, and social-emotional processes is stressed. Suggested future innovations in software/technology and in teacher scaffolding strategies are based both in the empirical results so far and in dynamic systems theoretical discussion.
|
|
| 2. |
- Lundalv, M., et al.
(author)
-
Animega and Omega-is Technology Update and Demo for Multi-Media Language Teaching
- 2016
-
In: Technology and Media in Children's Development. Irvine, California: 27-30 October 2016. - : The Society for Research in Child Development (SRCD).
-
Conference paper (other academic/artistic)abstract
- Collaborative research using variations on the same multimedia software (demo incorporated) is reviewed from studies in Sweden, Norway, Belgium, and the US. Substantial acceleration of progress is shown for deaf children in sign language and literacy, autistic children in oral language and literacy, and for motor-handicapped, dyslexic, and typically-developing children in literacy. Theoretical discussion covers top-down and bottom-up opportunities for processing. Further, the dynamic interplay of cognitive, language, attitudinal, cultural, and social-emotional processes is stressed. Suggested future innovations in software/technology and in teacher scaffolding strategies are based both in the empirical results so far and in dynamic systems theoretical discussion.
|
|
