Action Research
P6: Comparing the use of shared stories in the literacy hour, using an interactive whiteboard or a big book with year 2 and 3 children who have special educational needs.
Author: Rachel Dobinson, Class Teacher, Whitworth Special School, Co. Durham
Date: 2005
Summary
This research compared children's reactions, interaction, attention and concentration when using teacher-presented "big books" compared with the same book content animated on the interactive whiteboard, and found that the use of the interactive whiteboard improved concentration.
Methodology
The main research was carried out over two days. Classes were videoed and studied using an observation sheet, while teacher and student views were gathered over a number of weeks. The research focused on two children in a class of eight from Years 2 and 3, one with Down's Syndrome and one with Autism.
Findings
Research found that children engaged more in the session with the use of the interactive whiteboard. It was found that children fidgeted less when using the whiteboard and a longer period of concentration was sustained.
Literacy benefits were noticed in the use of the whiteboard, as the visual presentation makes it easier for children who cannot read to follow the words when the computer reads them. With the books, by contrast, children tended to just look at the pictures.
The author suggests that factors which improve children's attention include the size of the whiteboard, the fact that children can see it more clearly, and that words and images move. However, the author emphasises the importance of also using a big book to develop familiarity with the use of books.
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