Interactive Whiteboard as a Motivational Intervention to Promote Kindergartners' Early Literacy Skills

• In Event: Research Focused on Early Literacy Developmental Factors

Abstract

The purpose of this study was to examine the effect of interactive whiteboards (IWB) on Kindergarten students’ early literacy achievement. An experimental design was used in this study. The independent variable was IWB integrated lessons, and the dependent variables were letter knowledge and phonemic awareness/print awareness. Twenty four kindergarten students were randomly assigned to one experimental group and one control group. During four weeks of literacy instruction, students in the experimental group were given IWB integrated lessons while students in the control group were given traditional teacher-led lessons without using the IWB. Independent samples t-test showed that the experimental group scored significantly higher than the control group in both letter knowledge test and phonemic awareness/print awareness test.

Authors

• Sanghoon Park, University of South Florida

• Jung Lim, University of South Florida