Teach-In Presentation Projects: Use of Computerized-Based Intervention Approaches

Week #7 – Weekly Activity

Article Summary Form to be used as a DRAFT for your Teach-In Presentation Projects
Locate your selected topic and pick ONE article for you to review. Provide a summary by completing the following sections:

Article Citation:
Segers, E., & Verhoeven, L. (2004). Computer-supported phonological awareness intervention for kindergarten children with specific language impairment. https://doi.org/10.1044/0161-1461(2004/022)

Keywords (list at least four or five):
Language, Language Impairment, Kindergarten Children, Computer-Supported, Phonological Awareness Intervention

Who or what was the subject of the study?

The subject of the study entails determining and investigating whether kindergarten kids having specified voice disorders can be empowered to establish auditory analysis skills and capabilities through computerized-based intervention approaches. The study also explores whether speech manipulation, which incorporates enhancing transitions and speech slowing in instruction, contributed to additional learning. The primary purpose entailed establishing if kindergarten toddlers with specific language impairment (SLI) were likely to demonstrate phonological competencies via computer-driven intervention as well as establishing if manipulation of speech (reduced speech rate and augmenting transitions) during instruction resulted in improved learning.

What kind of research was conducted? Qualitative, Quantitative, or Mixed Methods?

The information gathered by the researchers was majorly quantitative as they relied on measurable and numerical data. The study tested the impacts of a computerized auditory analysis program, basing its argument on numerous elements, such as syllable analysis, word inquiry, rhyme, meaningful sound unit synthesis, and syllable processing, while embracing pretests and posttests (Segers & Verhoeven, 2004). The study chose SLI-infected twenty-four kindergarten kids in the Netherlands, who were entitled to an auditory analysis approach through a computerized approach while utilizing both manipulated verbal expression for twelve kids and everyday speech amongst the remaining twelve children. The study also incorporated a controlled group of twelve kindergarten kids with SLI playing computer vocabulary games.

How was the data gathered?

The data was gathered by administering pretests after the fall break, which took two weeks. Following the pretesting, the children were organized into three groups for one and a half months (Segers & Verhoeven, 2004). The study randomly chose three children each time (one child from experimental group one, one from experimental group two, and one from the control group). The sessions were conducted in different rooms with three laptops, each kid having their own.
The study’s coordinator promoted the children’s attention to the computer application by giving motivational signs of their active involvement. The study designed the computers by setting them not to require instruction before training, and no frequent phonological awareness explanation was issued as the intervention proceeded. The kids were then rewarded with stickers to place on their computer ca...