Browsing by Subject "parien vuorovaikutus"

There is not much research about Trageton's method, which is learning to read through writing on a computer. In this study Trageton's method was used among the same children when they were preschoolers and first-graders. The purpose of the study was to find out children's experiences of the method, and to observe their interaction when working in pairs on a computer and the differences of interaction in the first and second study year. In addition, the aim was to investigate the playful use of a computer in the classroom. The study questions were: What kind of experiences do the children have in writing on a computer? What is the interaction of pairs on the lessons like? What differences are there when working in pairs as preschoolers and as first-graders? In the study group there were three pairs of children from preschool and the same pairs when they were on the first class. In addition, a control group of three other pairs was chosen from the same first class. There were eleven lessons: five at preschool, five on the first class and one for the control group. The pairs wrote a shared story and illustrated it. Except on those lessons, children did not use computers at preschool or at school. The data were collected by participant observation, video recording and by "ALLU", the Reading test for primary school. The pairs were interviewed on both years. Discourse analysis, inductive content analysis and numerical analysis were used when analyzing the data. According to the results Trageton's method motivates preschoolers and first-graders, also first-graders in the control group. The co-operation was difficult in the both years. One pair of preschoolers and one from the control group succeeded in pair work. All the children, who were interviewed (5 from the study group and 4 from the control group), said that writing on a computer was easier than writing with a pencil. This supports Trageton's own opinion about his method. In the Reading test for primary school the pupils of the study group exceeded the average level of their age when identifying words and in reading comprehension they were at the average level (2 pupils) or above it (4 pupils). Conclusions can be drawn that writing on a computer can promote learning to read.