Educational Electronic Books for Supporting Emergent Literacy of Kindergarteners At-Risk for Reading Difficulties-What Do We Know So Far?

This article reviews the authors' findings regarding the electronic book's (e-book's) support of emergent reading among kindergarten-aged children at-risk for reading difficulties. All the studies involved use of educational e-books specially designed by the authors to promote literac...

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Published in:Computers in the schools 2015-04, Vol.32 (2), p.105-121
Main Authors: Shamir, Adina, Korat, Ofra
Format: Article
Language:English
Subjects:
At Risk Students
Children
E-books
Education
Effectiveness
Electronic Publishing
Electronics
Emergent Literacy
Instructional Effectiveness
Kindergarten
Kindergarten students
kindergarteners
Language Impairments
Learning
Learning Disabilities
Literacy
Low Income Groups
Peer Teaching
Phonological Awareness
Printed Materials
Reading Aloud to Others
Reading Comprehension
Reading Difficulties
Reading disabilities
Teaching Methods
Vocabulary Development
Written Language
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cited_by cdi_FETCH-LOGICAL-c393t-94424c0ad0e45024d27cebfbb4b234a08132377f13035684310d08abc46f3bcf3
cites cdi_FETCH-LOGICAL-c393t-94424c0ad0e45024d27cebfbb4b234a08132377f13035684310d08abc46f3bcf3
container_end_page 121
container_issue 2
container_start_page 105
container_title Computers in the schools
container_volume 32
creator Shamir, Adina
Korat, Ofra
description This article reviews the authors' findings regarding the electronic book's (e-book's) support of emergent reading among kindergarten-aged children at-risk for reading difficulties. All the studies involved use of educational e-books specially designed by the authors to promote literacy among young children in the 5-6 age group. The review focuses on the e-book's contribution to vocabulary acquisition, phonological awareness, concept about print, as well as story comprehension among two groups of kindergartners exhibiting difficulties in language development and emergent literacy: (a) children at-risk for learning disabilities and (b) children from low socioeconomic backgrounds. Overall, both groups of children were found to improve vocabulary and phonological awareness following e-book activity in different contexts. These results indicate the e-book's efficacy as an educational tool in heterogeneous classrooms.
doi_str_mv 10.1080/07380569.2015.1027868
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source Taylor & Francis; ERIC
subjects At Risk Students
Children
E-books
Education
Effectiveness
Electronic Publishing
Electronics
Emergent Literacy
Instructional Effectiveness
Kindergarten
Kindergarten students
kindergarteners
Language Impairments
Learning
Learning Disabilities
Literacy
Low Income Groups
Peer Teaching
Phonological Awareness
Printed Materials
Reading Aloud to Others
Reading Comprehension
Reading Difficulties
Reading disabilities
Teaching Methods
Vocabulary Development
Written Language
title Educational Electronic Books for Supporting Emergent Literacy of Kindergarteners At-Risk for Reading Difficulties-What Do We Know So Far?
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