We Succeed Software -- Hierarchical Computer Games for Literacy Learning

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Gardner, L. (2006). We Succeed Software -- Hierarchical Computer Games for Literacy Learning. In T. Reeves & S. Yamashita (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (pp. 2551-2555). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/24090.

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Conference Information

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2006
Honolulu, Hawaii, USA
October 2006
ISBN 1-880094-60-6
  Thomas Reeves & Shirley Yamashita
AACE

More Information on ELEARN
Table of Contents

Author

Lydia Gardner, Teachers College Columbia University, United States

Abstract

Abstract: Cultural differences in literacy learning, often perceived as racially-biased differences in ability, divide children by ethnicity. According to Heath (1982) parental reading and questioning leads mainstream children to master the labeling, turn-taking, analysis (categorizing) and abstraction skills that lead to reasoning, explanation and affective commentary. Children of working class, white parents, who were exposed to parental reading but not questioning, acquire labeling and turn-taking skills but not analysis or abstraction. They succeed in early but not later grades of primary school. Children of working class minorities learn from adult presence. They do not acquire labeling or turn taking skills, but do acquire skills in analysis, abstraction and affective commentary. Similar cultural differences are also noted for Native American children; all lead often to poor academic performance. This paper proposes a system of hierarchical learning, interactive, audio-visual, computer games that teach the skills necessary for success in elementary school and beyond.

Keywords

• Children

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