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ERIC Number: EJ1143651
Record Type: Journal
Publication Date: 2017
Pages: N/A
Abstractor: As Provided
ISSN: ISSN-0161-4681
Expanding the Boundaries of Kindergartners' E-Book Reading: Metacognitive Guidance for E-Book Support among Young Children at Risk for Learning Disabilities
Shamir, Adina
Teachers College Record, v119 n13 2017
The increasing range and number of electronic books (e-books) available in the children's book market has motivated educators and researchers to investigate how well these platforms can contribute to advancing emergent literacy. Such research has nonetheless been conducted on a much smaller scale in the area of self-regulated learning (SRL) with e-books targeted at young children at risk for learning disabilities. The article discusses recent research conducted with kindergartners 4.5 to 7.0 years old. In the research reported, the 78 participants were randomly divided into three groups of equal size: experimental (educational e-book with metacognitive guidance), experimental (educational e-book without metacognitive guidance), and control (the regular kindergarten program). The findings indicated that the metacognitive guidance embedded in the educational e-book supported phonological awareness (rhyming) but not vocabulary acquisition.
Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A