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COVID-19 Response

Johnnie Max can help students reach their learning goals at home or in the classroom.

Meeting the Challenges of the Moment

The Johnnie Max program is built with flexible digital media and designed to empower instruction and exploration in school and at home, making it easy to implement in a variety of in-person and distance teaching and learning situations.

Preparing for the Future of Learning

Teachers, students, and parents/caregivers are all facing new challenges during this pandemic. But recent research shows that we can still help our students reach their learning goals with the proper use of technology. This study, published in September 2020 in the journal Frontiers in Psychology, indicates that children can achieve positive outcomes when using technology combined with dialogic reading in PreK. Read the full article here.

from Frontiers in Psychology

Read the full article

from Frontiers in Psychology
Positive Results

“Results indicate that children can comprehend books over video chat, suggesting that this technology is a viable option for reading to children, especially during the current pandemic.”

Success with Comprehension and Vocabulary

“After reading, children completed measures of vocabulary and comprehension. Results revealed no differences between conditions across six different outcome measures, suggesting that children comprehended and learned from the story similarly across book formats.”

Learning Online

“During the COVID-19 school and daycare closures, children may be exposed to more screen time than ever before. The current study provides some positive evidence that watching a video of book reading or reading over video chat can be an educational, engaging activity for children during the pandemic and beyond.”

Using Media & Technology Thoughtfully

“When used thoughtfully, media and technology can facilitate the type of traditional shared reading that is the gold standard educational activity for young children.”

From Preschoolers Benefit Equally From Video Chat, Pseudo-Contingent Video, and Live Book Reading: Implications for Storytime During the Coronavirus Pandemic and Beyond