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Peer Reviewed JournalCurrent Filters: Author:Reilly, Sheena [remove];
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Computer use and letter knowledge in pre-school children: A population-based study Aim: To explore the link between pre-school children's general home computer use and their letter knowledge. Methods: As part of the Early Language in Victoria Study, a community cohort of 1539 four-year-old children was tested on letter knowledge as well as on non-verbal intelligence, oral language, articulation and phonological awareness. Performance on these measures was examined in relation to parent-questionnaire responses exploring home literacy environment and the amount of time children spent using the computer. Results: A positive correlation between computer use and letter knowledge was found, and this association was still evident after controlling for other cognitive and environmental factors known to predict the development of letter knowledge in young children. Conclusions: Greater computer use in pre-school children appears to have a positive association with emerging literacy development. Future research needs to examine the nature of that association. (author abstract) |
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Outcomes of a universal shared reading intervention by 2 years of age: The Let's Read trial A randomized trial of the effect of a nurse visitation shared reading intervention at 4- through 8-months, 12 months, and 18 months on child expressive vocabulary, communication, and home literacy environment outcomes at 2 years, based on data from 780 families with infants from maternal and child health centers recruited from 5 areas in Melbourne, Australia |
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