E-Book and Printed Book Reading in Different Contexts as Emergent Literacy Facilitator

Autor/inn/en	Korat, Ofra; Segal-Drori, Ora
Titel	E-Book and Printed Book Reading in Different Contexts as Emergent Literacy Facilitator
Quelle	In: Early Education and Development, 27 (2016) 4, S.532-550 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2016.1095613
Schlagwörter	Electronic Publishing; Printed Materials; Books; Emergent Literacy; Preschool Children; Context Effect; Age Differences; Phonological Awareness; Word Recognition; Reading Strategies; Comparative Analysis; Parent Role; Reading Aloud to Others; Teaching Methods; Technology Uses in Education; Preschool Education; Foreign Countries; Classroom Observation Techniques; Israel + Suchen Sie Ihr Suchwort? Elektronisches Publizieren; Book; Buch; Monographie; Monografie; Frühleseunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Age; Difference; Age difference; Altersunterschied; Worterkennung; Reading strategy; Leselernstufe; Lesetechnik; Parental role; Elternrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland
Abstract	Research Findings: We present 3 studies that focused on preschoolers' electronic book (e-book) reading in different contexts aimed at supporting children's early literacy. In Study 1 we researched the impact of children's age and number of independent readings on phonological awareness and word reading. We found that all age groups benefited from e-book reading, and 5 readings benefited most skills better than 3. In Study 2 we investigated (a) parents' behavior during joint e-book reading with their children compared to joint printed book reading and (b) parental mediation in joint reading of a considerate e-book compared to joint reading of an inconsiderate e-book. The joint printed book reading yielded more expanding talk than the joint e-book reading, and reading the considerate e-book yielded higher expanding talk than reading the inconsiderate e-book. In Study 3 we compared adult support in joint e-book reading to joint printed book reading and compared both readings to children's independent e-book reading. Reading the e-book with adult support assisted children in progressing in phonological awareness and word reading compared to other group reading. Practice or Policy: Well-designed e-books may serve as good tools to support children's early literacy, and when parents or educators read them with children, children's progress is enhanced. We recommend that these findings be taken into account by e-book designers, policymakers, teachers, and parents. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01