2026-04-17T10:50:01Zhttps://recercat.cat/oai/request

oai:recercat.cat:2445/1050492025-12-05T11:19:26Zcom_2072_1057col_2072_478801col_2072_478917

00925njm 22002777a 4500 dc Vilaseca Momplet, Rosa María author Basil, Carme author Reyes Muñoz, Sònia author 2016-12-21T16:41:29Z 2016-12-21T16:41:29Z 2013-04 2016-12-21T16:41:34Z This article describes computer software for teaching reading and writing skills grounded on theoretical principles that promote motivating, self-initiated and discovery learning. This software is based on error-free learning and allows children to explore textual material successfully without the need for prior reading and writing skills. Twenty children aged four and five were divided into an experimental group and a control group. Their reading and writing skills were assessed at the initial stage, at the end of the intervention and one year later. The results showed clear differences between the initial and end-of-intervention assessments. The computer training positively influenced the children's reading and writing skills. The assessment one year later, by which time all the participants had received formal reading and writing instruction, does not display such differences. This software may be a way of forestalling reading and writing problems in children at risk. Comprensió de la lectura Ensenyament de l'escriptura Ensenyament assistit per ordinador Reading comprehension Penmanship Computer-assisted instruction Exploring the effects of computer software for teaching reading and writing skills in young children