E-Locus - Institutional Repository of the University of Crete

Home Collections School/Department School of Education Department of Preschool education Post-graduate theses

Post-graduate theses

Search command : Author="Στραταριδάκη" And Author="Άννα"

Current Record: 5 of 301

[Add to Basket]

Identifier

000464383

Title

Η διδακτική ενίσχυση των γνώσεων παιδιών Β’ δημοτικού για την ορθογραφημένη γραφή μορφημάτων με ταμπλέτες οθόνης αφής και ο ρόλος της σε δεξιότητες μορφολογικής επίγνωσης και γραμματισμού / του Πέτρου Σαββαΐδη.

Alternative Title

The educational enhancement of second grade students' knowledge for proper spelling of morphemes using touchscreen tablets and its role in morphological awareness and literacy skills

Author

Σαββαΐδης, Πέτρος

Thesis advisor

Γρηγοράκης Ιωάννης

Reviewer

Ζαράνης Νικόλαος
Μανωλίτσης Γεώργιος

Abstract

The aim of this research was to examine the effects of digital teaching interventions using touchscreen tablets on enhancing students' knowledge of correctly written morphemes in relation to the development of literacy skills (including broader abilities in accurate spelling, correctly written morphemes, and reading comprehension) and morphological awareness. A quasi-experimental study was designed and implemented during the academic year 2022-2023. Fifty-six second-grade students from private schools in Heraklion and Athens participated in the research and were divided into the experimental group (N=30) and the control group (N=26). Before and after the intervention, both groups underwent assessments measuring spelling skills, correctly written compositions, reading comprehension, and morphological awareness. Digital teaching activities in the experimental group were conducted using the Wordwall digital application, focusing on instruction related to correctly written nominal/verbal inflections, productive affixes, and thematic forms through the processing of inflected, derived, and compound words. The results indicated that students in the experimental group showed significantly higher improvement in morpheme spelling and morphological awareness after the intervention compared to the control group. Additionally, students in the experimental group achieved significantly higher performance in morpheme spelling and morphological awareness after the intervention compared to the control group. However, the two groups did not differ statistically in spelling and reading comprehension. These findings have important implications for enhancing students' spelling skills through digital interventions.

Language

Greek

Subject

Intervention

Morpheme spelling

Morphological awareness

Morphological processing

Reading comprehension

Spelling

Touchscreen tablets

Αναγνωστική κατανόηση

Μορφολογική επίγνωση