Interactive mobile applications to support the teaching of reading and writing of Spanish for children in primary education

被引：0
|
作者：
Hernández-Campos, Eduardo [1 ]
Jaimez-González, Carlos R. [1 ]
García-Mendoza, Betzabet [1 ]
机构：
[1] Universidad Autónoma Metropolitana, Ciudad de México, Mexico
来源：
International Journal of Interactive Mobile Technologies | 2020年 / 14卷 / 14期
关键词：
In the educational process; literacy is considered as a fundamental part; which focuses on the ability to read and write. Reading and writing are processes that; although they have features in common; they may not be developed in parallel; but both are encompassed in teaching methods that aim to develop these two skills at the same time. Interactive mobile applications can be part of a strategy to support the teaching of reading and writing skills. This paper presents a review of five interactive mobile applications to support the teaching of Spanish reading and writing skills. Mobile applications were analyzed based on their general features and the activities they have. The following general features were taken into consideration: the existence of voice assistants; supporting characters; language selection; progression of activities; creation of avatars; variable difficulty; progress panel; images; among others. The activities considered for the revision were those that allow completing syllables; completing words from letters; completing words from syllables; completing sentences; relating images to words; among others. © 2020 International Association of Online Engineering;
D O I：
10.3991/IJIM.V14I14.14925
中图分类号：
学科分类号：
摘要：
引用
收藏
页码：64 / 79
相关论文
共 50 条
  • [41] Possibilities and (in)viabilities of Spanish teaching in primary education: the partial laws
    Carvalho, Fernanda Pecanha
    CARACOL, 2020, (19) : 676 - 702
  • [42] Mobile instant messaging support for teaching and learning in higher education
    So, Simon
    INTERNET AND HIGHER EDUCATION, 2016, 31 : 32 - 42
  • [43] Teaching and learning of everyday astronomical phenomena in Spanish Primary Education
    Vilchez-Gonzalez, J. M.
    Ramos-Tamajon, C. M.
    REVISTA EUREKA SOBRE ENSENANZA Y DIVULGACION DE LAS CIENCIAS, 2015, 12 (01): : 2 - 21
  • [44] Primary education students' reading and writing habits: an analysis in and out of school
    Moreno-Morilla, Celia
    Guzman-Simon, Fernando
    Garcia-Jimenez, Eduardo
    PORTA LINGUARUM, 2017, : 117 - 137
  • [45] Relationship between attitudes to reading and time allotted to writing in primary education
    Akkaya, Nevin
    Kirmizi, Fatma Susar
    INNOVATION AND CREATIVITY IN EDUCATION, 2010, 2 (02): : 4742 - 4746
  • [46] Text structure instruction in primary education: Effects on reading, summarization, and writing
    Bogaerds-Hazenberg, S. T. M.
    Evers-Vermeul, J.
    van den Bergh, H. H.
    PEDAGOGISCHE STUDIEN, 2024, 101 (01): : 30 - 59
  • [47] Teaching History in Primary Education: Analysis of the cognitive demands in the Spanish education law
    Arias-Ferrer, Laura
    Egea-Vivancos, Alejandro
    Gomez-Marmol, Alberto
    REVISTA DE EDUCACION, 2021, (394): : 297 - 324
  • [48] APPLICATION OF COLLABORATIVE-INTERACTIVE METHODS IN TEACHING LITERATURE (READING) IN PRIMARY SCHOOL
    Al-Khalil, Dalia
    PEDAGOGIKA-PEDAGOGY, 2023, 95 (05): : 687 - 696
  • [49] Close Reading and Creative Writing in Clinical Education: Teaching Attention, Representation, and Affiliation
    Charon, Rita
    Hermann, Nellie
    Devlin, Michael J.
    ACADEMIC MEDICINE, 2016, 91 (03) : 345 - 350
  • [50] Factor structure of the reading and writing support needs scale for students in higher education
    Takahashi, Tomone
    INTERNATIONAL JOURNAL OF PSYCHOLOGY, 2023, 58 : 372 - 372
12345