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Mol, Suzanne E.; Bus, Adriana G.; de Jong, Maria T. – Review of Educational Research, 2009
This meta-analysis examines to what extent interactive storybook reading stimulates two pillars of learning to read: vocabulary and print knowledge. The authors quantitatively reviewed 31 (quasi) experiments (n = 2,049 children) in which educators were trained to encourage children to be actively involved before, during, and after joint book…
Descriptors: Foreign Countries, Emergent Literacy, Vocabulary Development, Early Reading
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van Dijken, Marianne J.; Bus, Adriana G.; de Jong, Maria T. – European Journal of Special Needs Education, 2011
The Dutch website Bereslim (http:// www.bereslim.nl) provides digital picture storybooks for three- to seven-year-olds for daily use. The present study investigates whether this new opportunity to enhance linguistic development actively assists preschool children from low- and high-educated families in an equal manner. We looked closely at the…
Descriptors: Preschool Children, Internet, Electronic Publishing, Electronic Learning
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Davidse, Neeltje J.; de Jong , Maria T.; Bus, Adriana G.; Huijbregts, Stephan C. J.; Swaab, Hanna – Reading and Writing: An Interdisciplinary Journal, 2011
Not all young children benefit from book exposure in preschool age. It is claimed that the ability to hold information in mind ("short-term memory"), to ignore distraction ("inhibition"), and to focus attention and stay focused ("sustained attention") may have a moderating effect on children's reactions to the home literacy environment. In a group…
Descriptors: Reading Habits, Short Term Memory, Kindergarten, Emergent Literacy
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de Jong, Maria T.; Bus, Adriana G. – Reading Research Quarterly, 2004
A counterbalanced, within-subjects design was carried out to study the efficacy of electronic books in fostering kindergarten children's emergent story understanding. The study compared effects of children's independent reading of stories electronically with effects of printed books read aloud by adults. Participants were 18 four- to five-year-old…
Descriptors: Kindergarten, Independent Reading, Young Children, Childrens Literature
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Mol, Suzanne E.; Bus, Adriana G.; de Jong, Maria T.; Smeets, Daisy J. H. – Early Education and Development, 2008
Book reading has been demonstrated to promote vocabulary. The current study was conducted to examine the added value of an interactive shared book reading format that emphasizes active as opposed to noninteractive participation by the child. Studies that included a dialogic reading intervention group and a reading-as-usual control group, and that…
Descriptors: Control Groups, Reading Aloud to Others, Effect Size, Literacy
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Verhallen, Maria J. A. J.; Bus, Adriana G.; de Jong, Maria T. – Journal of Educational Psychology, 2006
This research focuses on the ability of book-based animated stories, when well designed and produced, to have positive effects on young viewers' narrative comprehension and language skills. Sixty 5-year-olds, learning Dutch as a 2nd language, were randomly assigned to 4 experimental and 2 control conditions. The children profited to some extent…
Descriptors: Kindergarten, Young Children, At Risk Persons, Multimedia Materials
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de Jong, Maria T.; Bus, Adriana G. – Journal of Educational Psychology, 2002
An adult read to 12 children from a regular paper book. Twenty-four children explored a similar electronic book. For half of this group, the electronic book was with and for half without restrictions on games. Regular book format was more supportive of learning story content and phrasing; both formats supported internalization of features of…
Descriptors: Aptitude Treatment Interaction, Books, Children, Individual Differences