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  • Maternal Scaffolding of Preschoolers' Writing Using Tablet and Paper-Pencil Tasks: Relations With Emergent Literacy Skills

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    Accepted Manuscript (AM)
    Author(s)
    Neumann, Michelle M
    Griffith University Author(s)
    Neumann, Michelle M.
    Year published
    2018
    Metadata
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    Abstract
    Mothers play a key role in scaffolding children’s writing using traditional tools, such as paper and pencil. However, little is known about how mothers scaffold young children’s writing using touch-screen tablets (e.g., iPads) and the associations between maternal scaffolding and emergent literacy. Mother-child dyads (N = 47; M child age = 3.43 years) were video recorded as they wrote words using an iPad and a paper and pencil. Maternal print and grapho-phonemic mediation behaviors were measured. Children were assessed on letter name and letter-sound knowledge, letter writing and name writing, and print concepts. No significant ...
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    Mothers play a key role in scaffolding children’s writing using traditional tools, such as paper and pencil. However, little is known about how mothers scaffold young children’s writing using touch-screen tablets (e.g., iPads) and the associations between maternal scaffolding and emergent literacy. Mother-child dyads (N = 47; M child age = 3.43 years) were video recorded as they wrote words using an iPad and a paper and pencil. Maternal print and grapho-phonemic mediation behaviors were measured. Children were assessed on letter name and letter-sound knowledge, letter writing and name writing, and print concepts. No significant differences were found in the level of maternal mediation provided in the tablet or paper-pencil condition. Maternal print mediation was positively associated with letter name and letter-sound knowledge and emergent writing in the tablet and paper-pencil conditions. Grapho-phonemic mediation was significantly related to children’s understanding of letter-sound correspondence and print concepts in the paper-pencil condition, but not the tablet condition. Supporting parents in using grapho-phonemic mediation during tablet use to foster early literacy learning should be considered in future research.
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    Journal Title
    Journal of Research in Childhood Education
    Volume
    32
    Issue
    1
    DOI
    https://doi.org/10.1080/02568543.2017.1386740
    Copyright Statement
    © 2018 Taylor & Francis (Routledge). This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Research in Childhood Education on 21 Nov 2017, available online: https://www.tandfonline.com/doi/10.1080/02568543.2017.1386740
    Subject
    Education systems
    Curriculum and pedagogy
    Curriculum and pedagogy not elsewhere classified
    Publication URI
    http://hdl.handle.net/10072/380605
    Collection
    • Journal articles

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