ERIC Number: EJ863975
Record Type: Journal
Publication Date: 2009
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0735-6331
EISSN: N/A
Electronic and Printed Books with and without Adult Support as Sustaining Emergent Literacy
Korat, Ofra; Segal-Drori, Ora; Klien, Pnina
Journal of Educational Computing Research, v41 n4 p453-475 2009
Emergent literacy (EL) enhancement has been the goal of numerous educational programs for years, especially for children from low socioeconomic statuses (LSES) (Snow, 1994; Whitehurst, Zevebergen, Crone, Schultz, Velting, & Fischel, 1999). During the past decade, technology software, including electronic books (e-books), have become incorporated within this agenda. One of the common activities in children's education in the Western world in mainstream families is that adults read storybooks to children constantly from a very young age (DeBruin-Parecki, 1999). Studies of the last 4 decades have shown how powerful this activity is, especially for the child's oral language, with less clear results regarding emergent or early literacy (Stahl, 2003; van Kleeck, 2003; Whitehurst et al., 1999). The proposed study examined how e-books compare with traditional printed books in the support of LSES children's EL with and without adult assistance. (Contains 3 tables.)
Descriptors: Reading Achievement, Educational Technology, Emergent Literacy, Electronic Publishing, Printed Materials, Instructional Material Evaluation, Intermode Differences, Low Income Groups, Socioeconomic Status, Pretests Posttests, Parents as Teachers, Parent Role, Foreign Countries, Measures (Individuals)
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel
Grant or Contract Numbers: N/A