Abstract
An experimental study was conducted to investigate the effects of microcomputer use on preschoolers’ knowledge of pre-reading concepts, and on their attitudes toward the microcomputer. After stratification by age and sex, 77 preschoolers were randomly assigned to three treatment conditions: (a) adult-assisted microcomputer instruction; (b) adult-unassisted microcomputer use; and (c) no microcomputer use (control condition). Children in the first two groups were given three 20-min, individual sessions on the microcomputer. The software programs used were designed to teach reading readiness concepts and were typical commercial programs available for this age group. A cognitive test was administered as a pretest and posttest, and an attitudinal interview was administered post-study only. The cognitive data were analyzed with a multivariate analysis of covariance (MANCOVA). There were no significant treatment effects. The attitudinal data analysis revealed significantly greater interest in the microcomputer among the control-group children; however, that group’s interest declined significantly after they were given post-study, 20-min orientations to the microcomputer.
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