Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.600610
Title: Does the use of educational technology and multi-modal learning experiences assist children in the development of early letter formation and handwriting skills, especially those with cross lateral preference?
Author: Evans, Christina Lorraine
ISNI:       0000 0004 5351 7441
Awarding Body: Cardiff University
Current Institution: Cardiff University
Date of Award: 2014
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Abstract:
Objective: This study investigated the prevalence of cross lateral preference (CLP) amongst young children. This study also explored whether the use of educational technology and the use of specific software can assist young children in the development of early letter and number formation, especially those identified as displaying CLP. Method: The study included fifty children aged 4-5 years, divided into two groups; the experimental group and the control group. The lateral preferences of hand, foot, eye and ear of both groups were assessed through the use of individual performance based assessments. The experimental group had daily access to the software on an interactive table for a period of eight weeks whilst the control group had no access to the software. Results: The prevalence of CLP amongst fifty 4-5 year olds was found to be 100% when all four indices of hand, foot, eye and ear were considered. The results from the univariate ANOVA analysis showed a statistically significant result for the experimental group only in respect of letter formation. No statistical evidence was found to suggest a relationship exists between attainment and CLP. Conclusions: The prevalence of CLP amongst fifty 4-5 year olds is much higher than previously reported, especially when the four indices of hand, foot, eye and ear are considered. The use of the specific software on the interactive table was successful in assisting young children with early letter formation.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.600610  DOI: Not available
Keywords: BF Psychology
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