ERIC Number: EJ1064529
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 73
Educational Electronic Books for Supporting Emergent Literacy of Kindergarteners At-Risk for Reading Difficulties--What Do We Know so Far?
Shamir, Adina; Korat, Ofra
Computers in the Schools, v32 n2 p105-121 2015
This article reviews the authors' findings regarding the electronic book's (e-book's) support of emergent reading among kindergarten-aged children at-risk for reading difficulties. All the studies involved use of educational e-books specially designed by the authors to promote literacy among young children in the 5-6 age group. The review focuses on the e-book's contribution to vocabulary acquisition, phonological awareness, concept about print, as well as story comprehension among two groups of kindergartners exhibiting difficulties in language development and emergent literacy: (a) children at-risk for learning disabilities and (b) children from low socioeconomic backgrounds. Overall, both groups of children were found to improve vocabulary and phonological awareness following e-book activity in different contexts. These results indicate the e-book's efficacy as an educational tool in heterogeneous classrooms.
Descriptors: Electronic Publishing, Kindergarten, At Risk Students, Reading Difficulties, Emergent Literacy, Vocabulary Development, Phonological Awareness, Printed Materials, Reading Comprehension, Language Impairments, Low Income Groups, Learning Disabilities, Teaching Methods, Instructional Effectiveness, Reading Aloud to Others, Written Language, Peer Teaching
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education
Authoring Institution: N/A