Direct and Indirect Teaching: Using e-Books for Supporting Vocabulary, Word Reading, and Story Comprehension for Young Children

We examine the effect of direct and indirect teaching of vocabulary and word reading on pre-kindergarten and kindergarten children following use of an electronic storybook (e-book). The children in each age group were randomly assigned to an intervention group which read the e-book or to a control g...

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Bibliographic Details
Published in:Journal of Educational Computing Research 2012-01, Vol.46 (2), p.135-152
Main Authors: Korat, Ofra, Shamir, Adina
Format: Article
Language:English
Subjects:
Age Differences
Childrens Literature
Comparative Analysis
Computer Assisted Instruction
Computer Peripherals
Control Groups
Correlation
Dictionaries
Educational Technology
Electronic Learning
Electronic Publishing
Experimental Groups
Foreign Countries
Instructional Design
Instructional Effectiveness
Israel
Kindergarten
Multimedia Instruction
Multimedia Materials
Preschool Children
Pretests Posttests
Reading Instruction
Reading Materials
Statistical Analysis
Story Reading
Teaching Methods
Vocabulary
Vocabulary Development
Word Recognition
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Summary:We examine the effect of direct and indirect teaching of vocabulary and word reading on pre-kindergarten and kindergarten children following use of an electronic storybook (e-book). The children in each age group were randomly assigned to an intervention group which read the e-book or to a control group which was afforded the regular school program. The e-book included words with meaning support and words with no support. Children who read the e-book exhibited progress in the meaning and reading of the words supported directly by the computer compared to the control group. No such progress was observed for words without direct support. No differences appeared in the progress between the two age groups and no interaction was found between age and type of word support.
ISSN:0735-6331
1541-4140
DOI:10.2190/EC.46.2.b