The Effects of Computerized Picture-Word Processing on Kindergartners' Language Development

Abstract

Although researchers have encouraged early writing experiences for young children, teachers often write for children because young children have limited writing vocabulary, undeveloped spelling ability and insufficient eye-hand coordination skills. Many young children thus become frustrated with the tasks of writing and reading. The picture-word processor system allows users to write messages on a computer by simply pressing squares of picture-words on an electronic tablet without having to spell words or use extensive eye-hand coordination. This study involved 103 students from four kindergarten classes at an elementary school in Utah. Fifty-two students from two classes formed the treatment group; 51 students from two classes formed the control group. Each pair of students in the treatment group received instruction on the picture-word processor system for 15 minutes per day, four days a week, for six consecutive weeks. Results indicate that students who received the picture-word processor instruction did significantly better in reading than those who received no instruction. Furthermore, the picture-word processor users responded enthusiastically to the system, as evidenced by their reports and written messages and by the comments on questionnaires from teachers, parents and tutors of the kindergarten children.