ASSIGNMENT

ANALYZE THE PAPERS

(WEEK 3)

Group : 7

Adinda Dyah Nugraheni (190151602589)

Name NIM

Siti Lailatul Qodriah (190151602580)

No Sections Article 1 Article 2 Article 3

1 Author(s) Luis Augusto Rohde, Fausto Campani,
José Renato Gonçalves Oliveira,
Catarina W. Rohde, Thiago Rocha &
Andrea Ramal
2 Title Parental Reasons for School Choice in
Elementary School: A Systematic
Review
3 Abstract Background: The quality of the
studies was assessed through a
modified version of the Newcastle
Ottawa scale. Among 3982 references
reviewed, 26 studies were included
from 14 countries. Although large
heterogeneity in the data precluded a
formal meta-analysis, our findings
document that school academic
quality was the only reason reported
Michelle M. Neumann
Young children's use of touch screen
tablets for writing and reading at
home: Relationships with emergent
literacy
Information is given in the abstract is
background, purpose, result and
conclusion. However, there is no
method in the abstract. The
background of the article is “Young
children's literacy experiences at
home shape the development of
emergent literacy skills. Due to the
increasing use of touch screen tablets
 in more than 50% of the studies. In
studies from lowincome countries or
composed predominantly of families
from low SES, logistic reasons assume
relevance aside teacher quality.
Purpose : overview of the reasons
parents gave for selecting elementary
schools for their children worldwide.
Method : quantitative literature
Results or conclusion : the reasons
parents gave for selecting elementary
schools for their children worldwide.
In addition, we present the needed
data for constructing an instrument
to assess parent reasons for
elementary school choice, something
not yet available in the literature.
Many words : 168 words
4 Introduction In this part the author explains about
the choice of schools for children
which varies from countrys. Each
parent also has their own criteria in
choosing a school for their child.
This part states a literature review
because the author explains several
things by citing expert opinions from
various books and journals.
(e.g., iPads) in homes and early
education settings it is important to
investigate the relationship between
digital tools and emergent literacy”.
The purpose of this article is to
examine the relationships between
children's (N 57; aged 2-4 years)
emergent literacy skills and home use
of tablets for writing and reading. The
result of the article is No associations
occurred between emergent literacy
skills and frequency of e-book
reading. The conclusion of the article
is that further research is needed to
investigate the effects of tablet
writing on emergent literacy
development. There are 130 words in
the abstract.
The research question were the
authors trying to answer is types of
tablet activities young children are
engaging in at home and the
associations these activities have with
emergent literacy. In addition,
relationships between emergent
literacy skills and nondigital literacy
activities. In the introduction,

5 Method This systematic review follows
recommendations from the MOOSE
guidelines. Eligibility criteria for
inclusion in the systematic review
were: (a) quantitative crosssectional
studies relying either on parents or
caregivers’ stated reasons for school
choice or actual/revealed school
choice; (b) sample size ≥ 30 subjects;
(c) sample including children in
elementary school or equivalent
depending on the country (e.g.,
primary and junior school). Whenever
sample included students from other
grades (e.g., kindergarten or middle
school), studies were only included if
there is evidence that ≥ 50% of the
sample was composed of students at
elementary school (grades 1 to 5).
information moves from general to
specific statements. Because the
author explains the role of the
literacy home environment. Then
continued with an explanation of the
use of tablets and touch screen
applications. in the introduction there
is a literature review from previous
researchers
The author uses this type of
quantitative research. The samples
used in this study were English
speaking children (N 57; 29 girls, 28
boys) aged 2-4 years. The instrument
used by the author is an emergency
literacy assessment (print concept,
letter name and sound
knowledge, numeral name
knowledge, letter writing, initial
phoneme retrieval) and home
questionnaire. in the method section
it is explained chronologically starting
from children completed a 20 min
emergent literacy assessment (print
concepts, letter name and sound
knowledge, numeral name
Authors of studies including samples knowledge, letter writing, initial
formed by K-12 students were phoneme retrieval) at the child's
contacted to check if students at childcare centre. Then parents
elementary school composed of ≥
completed the home questionnaire
50% of the sample and/or to provide
about family demographics and home
findings restricted for grades 1 to 5.
Studies that only provided students literacy and tablet activities.
mean/median grade were just
included if the mean/median grade
was ≤ 6 (one study). Studies that did
not provide students’ grade but
provided mean/ median students’
age were only included if the
mean/median age was ≤ 12 (one
study); (d) samples including typically
developing students from regular
schools. Studies with samples
assessing reasons for choosing
homeschooling, or with samples
composed either by schools for
children with special needs or
specifically by international schools or
two-way immersion (bilingual)
schools were excluded. In addition,
studies only assessing the effects of
sociodemographic characteristics of
parents on rates of school enrollment
were excluded.
Instruments, The five items assessed
were: (a) sample representativeness.
In some papers, a mixture of schools
composed the samples, including
those that allow and not allow choice.
 The assessment of representativeness
for each specific study in our
manuscript refers only to the number
of schools that allow choice assessed
in the study divided by the totality of
schools that allow choice available in
the area defined for the study; (b)
sample size; (c) non-respondents; (d)
ascertainment of reasons of parent
school choice; (e) quality of
descriptive statistical reporting. Total
scores range from 0 to 5. For the total
score grouping, studies were judged
to be of low risk of bias (≥ 3 points) or
high risk of bias (< 3 points). The
Supplementary Figure 1 provides the
modified Newcastle-Ottawa scale.
6 Result(s) Of the 26 studies included in the The type of research designed is
review, parents' reasons for choosing descriptive. the results of the study
a particular school were identified. are:
Reasons for opting between different
(1) Children had some knowledge of
types of school (e.g., public versus
where to start reading, left to right
private or magnet, non-magnet
directionality, and concepts of words
integrated and non-magnet non-
and letters. Children knew on average
integrated schools). In addition, the
20% of letter names, 10% of letter
results of the study also explain
sounds, and could write three letters
several other reasons for parents to
correctly with limited abilities to
choose schools for their children.
retrieve initial phonemes. (2) Children
More details can be read in the
on average used four apps at home
article.
and played with literacy and gaming
apps on a weekly to fortnightly basis.
(3) children who had access to a

7 Discussion This systematic review highlights
some relevant findings regarding the
greater number of apps had greater
print knowledge. Children who more
frequently used tablets for writing
had greater print awareness, print
knowledge, and sound knowledge. No
association was found between tablet
typing and emergent literacy.
Likewise, emergency literacy was not
related to the frequency of literacy
app and gaming app use and not
related to e-book reading. (4) children
who engaged more frequently in non-
digital writing activities at home such
as name and alphabet writing had
greater print and sound knowledge.
Children who participated in a wider
range of writing activities had greater
print knowledge. Emergent literacy
measures were not related to
storybook reading. The most
important finding of the article there
positive association between
children's access to apps and print
knowledge. A positive association was
found between the frequency of
writing with tablets and print
awareness, print knowledge, and
sound knowledge. No associations
occurred between emergent literacy
skills and frequency of e-book
reading.
Previous research was limited to use
these devices in the home. While this
worldwide literature on parent
reasons for elementary school choice.
Autors did not find systematic
reviews according to international
standards in this field. All previous
reviews are narrative reviews. Thus
far, the most reported reason in
studies worldwide was the school
academic quality. Localization, price
and reputation/recommendation of
the school, teacher quality, discipline,
and class size are also frequently
reported.
This heterogeneity in the method of
collecting and reporting data
prevented from conducting any
formal meta-analysis of the literature.
Compared to the results of other
studies, autors findings provided the
most extensive overview up to now
on parents’ reasons for selecting
elementary schools for their children
worldwide.
study examined relationships between
specific aspects of home tablet use for
reading and writing and emergent
literacy skills. To gain a broader view of
home literacy practices, non-digital
literacy activities were also examined.
Comparison of research results with
previous research, namely in previous
research, it is possible that tablets have
the potential to be effective writing
tools for young children. While this
study shows that No relationship
occurred between tablet typing and
emergent literacy in the present study.
The findings can direct future research
to more closely examine the effects of
home tablet writing on emergent
literacy. A further limitation of the
study was that the parent-report
questions were based on the frequency
of use which does not provide a
measure of proficiency for typing or
writing on a tablet. Therefore,
developing validated assessments that
measure digital literacy competencies
will provide a clearer view on the
impact of tablets on children's
development.