Promoting vocabulary, phonological awareness and concept about print among children at risk for learning disability: can e-books help?

The purpose of the present study was to investigate the effect of activity with an educational electronic book (e-book), as compared with adult reading of the printed version of the same book, on the vocabulary, phonological awareness as well as concept about print of preschool children at risk for...

Full description

Saved in:
Bibliographic Details
Published in:Reading & writing 2012, Vol.25 (1), p.45-69
Main Authors: Shamir, Adina, Korat, Ofra, Fellah, Renat
Format: Article
Language:English
Subjects:
Adult Reading Programs
At Risk Students
Comparative Analysis
Control Groups
Developmental Delays
E-books
Early Intervention
Early literacy
Education
Educational Facilities Improvement
Electronic Libraries
Electronic Publishing
Emergent Literacy
Intellectual disabilities
Kindergarten
Language and Literature
Learning Disabilities
Linguistics
Literacy
Neurology
Phonetics
Phonological Awareness
Preschool Children
Printed Materials
Psycholinguistics
Reading Improvement
Reading Skills
Social Sciences
Special Needs Students
Vocabulary
Vocabulary development
Young Children
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The purpose of the present study was to investigate the effect of activity with an educational electronic book (e-book), as compared with adult reading of the printed version of the same book, on the vocabulary, phonological awareness as well as concept about print of preschool children at risk for learning disabilities. The study involved the participation of 110 children aged 5–7. All participants were identified as having developmental delays placing them at risk for learning disabilities. The sample was randomly assigned to three groups: activity with the e-book, listening to the book’s printed version read by an adult (reading-as-usual) and a control group. The findings indicated that the children exposed to the e-book displayed significantly higher emergent literacy improvement (vocabulary and phonological awareness) when compared with the children who participated in the other two groups. These findings and their implications are discussed.
ISSN:0922-4777
1573-0905
DOI:10.1007/s11145-010-9247-x