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Print awareness: A comparison betwee...

Kao, Peter S.

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Print awareness: A comparison between print and electronic assessments in typically developing preschool children.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Print awareness: A comparison between print and electronic assessments in typically developing preschool children./
作者:	Kao, Peter S.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
面頁冊數:	63 p.
附註:	Source: Masters Abstracts International, Volume: 55-01.
Contained By:	Masters Abstracts International55-01(E).
標題:	Speech therapy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1598739
ISBN:	9781339041827

Print awareness: A comparison between print and electronic assessments in typically developing preschool children.
Kao, Peter S.

Print awareness: A comparison between print and electronic assessments in typically developing preschool children. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 63 p.

Source: Masters Abstracts International, Volume: 55-01.

Thesis (M.S.)--The University of Wisconsin - Milwaukee, 2015.

This study compared print and electronic formats of the Concepts About Print (CAP) assessment in typically developing preschool children. The researchers were interested in comparing print awareness skills using two different reading modalities. Independent variables were mode of presentation and age, dependent variables were the CAP scores. To account for a learning curve, two different versions of the CAP assessment were used and counterbalanced. Modes of presentation was also counterbalanced. Examiners achieved a 98.24% agreement (K = 0.964) across 40% of all assessments.

ISBN: 9781339041827Subjects--Topical Terms:

520446
Speech therapy.

Print awareness: A comparison between print and electronic assessments in typically developing preschool children.
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520 $a This study compared print and electronic formats of the Concepts About Print (CAP) assessment in typically developing preschool children. The researchers were interested in comparing print awareness skills using two different reading modalities. Independent variables were mode of presentation and age, dependent variables were the CAP scores. To account for a learning curve, two different versions of the CAP assessment were used and counterbalanced. Modes of presentation was also counterbalanced. Examiners achieved a 98.24% agreement (K = 0.964) across 40% of all assessments.
520 $a A significant correlation (r =.919) was found between the scores on the CAP and scores on the eCAP. A paired samples t-test showed no significant difference in scores based on mode of presentation (t (14) = .29, p = 0.779, 95% CIs [-.86757, 1.13423]). Further research is needed to increase the sample size, the diversity of the sample population, and examine interaction effects between age and mode of presentation. Additional research is also needed to investigate effect of gender, socioeconomic status, multiple languages, and amount of exposure to electronic text on eCAP performance.
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