Abstract

The purpose of this study was to examine if there is a difference in word learning dependent on if the child heard the target word in static book or iPad book format. The researcher had nineteen preschool children from two preschools in Ohio complete the study. Before completing the study each child completed a PPVT-IV and a receptive and expressive pre-test of ten target words and ten control words. Each child heard two books one of which was on the iPad and the other in static form. The children completed a post-test of the ten target words immediately following hearing the words and then in the following three to four weeks to test any delayed learning. Results of this study found that the platform the word was presented in did not seem to make a difference in word learning. These findings reveal the need for educators and parents to support books in low or high tech form with word learning techniques and strategies. Furthermore, future research needs to improve the measures used to determine the word knowledge of such young children.

Advisor

Furey, Joan

Department

Communication

Disciplines

Speech Pathology and Audiology

Publication Date

2015

Degree Granted

Bachelor of Arts

Document Type

Senior Independent Study Thesis

Share

COinS
 

© Copyright 2015 Samantha Lynn Murdock