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

Autor/inn/en	Shamir, Adina; Korat, Ofra
Titel	Educational Electronic Books for Supporting Emergent Literacy of Kindergarteners At-Risk for Reading Difficulties--What Do We Know so Far?
Quelle	In: Computers in the Schools, 32 (2015) 2, S.105-121 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0569
DOI	10.1080/07380569.2015.1027868
Schlagwörter	Electronic Publishing; Kindergarten; At Risk Students; Reading Difficulties; Emergent Literacy; Vocabulary Development; Phonological Awareness; Printed Materials; Reading Comprehension; Language Impairments; Low Income Groups; Learning Disabilities; Teaching Methods; Instructional Effectiveness; Reading Aloud to Others; Written Language; Peer Teaching + Suchen Sie Ihr Suchwort? Elektronisches Publizieren; Reading difficulty; Leseschwierigkeit; Frühleseunterricht; Wortschatzarbeit; Leseverstehen; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Learning handicap; Lernbehinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Geschriebene Sprache; Peer group teaching; Peer Group Teaching
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01