E-books as a support for young children's language and literacy: the case of Hebrew-speaking children

• Published in: Early child development and care 2014-07, Vol.184 (7), p.998-1016
• Main Authors: Korat, Ofra, Shamir, Adina, Segal-Drori, Ora
• Format: Article
• Language: English
• Subjects: Alphabets; At Risk Persons; Children; Conceptualization; e-book; Electronic Publishing; Foreign Countries; Israel; Language; Language Skills; Learning Disabilities; Literacy; Naming; Phonological Awareness; Phonology; Semitic Languages; SES; Socioeconomic Status; Teaching Methods; Vocabulary Development; Young Children
• ISSN: 0300-4430; 1476-8275
• DOI: 10.1080/03004430.2013.833195

In this paper, we present a series of studies performed in the last decade that examined the contribution of e-books reading to the language and literacy of young Hebrew-speaking children. Children worked with two e-books designed by the researchers to achieve this aim. We present the effect of reading these e-books on the language and literacy of young children: (a) in general, (b) in different socio-economic statues (SES) groups, (c) among children at risk for learning disabilities (ALD). Language progress was measured by phonological awareness, word meaning, story production and comprehension, and literacy progress was measured by letter naming, word reading and word writing. Results showed that the e-book reading supported all language and literacy skills, except letter naming. The progress of most skills appeared after three reading sessions. Children from middle- and low-SES families benefited from reading the e-books and in some cases, low-SES children were contributed more than those from a middle SES. ALD children improved their vocabulary, phonological awareness and concept about print when provided with an educational e-book. Further research and pedagogical implications for software developers and educators are discussed.