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ERIC Number: EJ952088
Record Type: Journal
Publication Date: 2010
Pages: 22
Abstractor: As Provided
Reference Count: 62
ISSN: ISSN-0735-6331
Repeated Reading of CD-ROM Storybook as a Support for Emergent Literacy: A Developmental Perspective in Two SES Groups
Korat, Ofra; Blau, Hila
Journal of Educational Computing Research, v43 n4 p445-466 2010
We investigated the effect of repeated readings of an electronic book (e-book) on pre-kindergarten and kindergarten children from low (n = 127) and middle (n = 120) SES groups. Children were randomly assigned to one of three options: reading an e-book in five sessions, reading an e-book in three sessions, or receiving the regular kindergarten program (control). Pre- and post-intervention measures included vocabulary, phonological awareness, and word reading. No differences were found in the progress of children from the two SES groups. Pre-kindergarten children progressed more in phonological awareness than kindergarten children. Children who used the software five times exhibited greater progress in word reading than children who read it three times, and those who read it three times outperformed the control group. Three readings improved the children's vocabulary compared to the control but no advantage was found for five readings. Interactions appeared between age group and SES. Implications for future research and education are discussed. (Contains 2 figures and 2 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Kindergarten; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel