NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1036156
Record Type: Journal
Publication Date: 2014-Mar
Pages: 8
Abstractor: As Provided
Reference Count: 49
ISBN: N/A
ISSN: ISSN-1082-3301
Factors that Affect Emergent Literacy Development When Engaging with Electronic Books
Salmon, Lynda G.
Early Childhood Education Journal, v42 n2 p85-92 Mar 2014
This article reviews extant literature with the purpose of identifying factors that affect the potential efficacy of electronic books to support literacy development during early childhood. Selection criteria include experimental, quasi-experimental, and observational studies from peer-reviewed journals from 2000 to 2013 with a target population of 3-7 year olds. Results established the following factors as relevant to potential literacy outcomes: interactive features, quality assessment, repetition, and adult interaction. Each factor is discussed in its relationship to literacy skills in order to identify optimal conditions for literacy growth. Findings in this review are pertinent to parents, educators, legislators, and software developers who are making software decisions that will impact early childhood students at home or in school. Future research and implications are considered.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A