Coding, reading, and writing: Integrated instruction in written language

摘要: We describe the design and a trial run of an integrated course instruction in reading, writing, computer programming, order to assess potential synergies learning them together. Twelve pre-teen students diagnosed with dyslexia each took sequence lessons approximately 90 minutes over 3-month period. In addition activities handwriting, word spelling, sentence text reading comprehension, there were coding using “Kokopelli's World,” blocks-style visual language its own microworld. The results suggest that from this form written programming include increased student motivation, complementary pedagogical affordances awareness relationship between technology.