Literaturnachweis - Detailanzeige
| Autor/inn/en | Korat, Ofra; Kozlov-Peretz, Olla; Segal-Drori, Ora |
|---|---|
| Titel | Repeated E-Book Reading and Its Contribution to Learning New Words among Kindergartners |
| Quelle | In: Journal of Education and Training Studies, 5 (2017) 7, S.60-72 (13 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2324-805X |
| Schlagwörter | Repetition; Reading Instruction; Electronic Publishing; Educational Technology; Vocabulary Development; Kindergarten; Randomized Controlled Trials; Teaching Methods; Dictionaries; Conventional Instruction; Receptive Language; Expressive Language; Pretests Posttests; Comparative Analysis; Foreign Countries; Intelligence Tests; Verbal Ability; Statistical Analysis; Israel; Peabody Picture Vocabulary Test |
| Abstract | The contribution of repeated e-book reading with and without word explanation support and its effect on receptive and expressive word learning among preschoolers was examined. Seventy-eight kindergartners were randomly divided into an experimental and a control group. The experimental group received two individual reading sessions of an e-book with a dictionary that provided word explanations. The children clicked on hotspots which provided the explanation two more times. The children thus heard the meaning of the word three times in each session, with a total of six times. Not all difficult words received a dictionary explanation. The control group received the regular kindergarten program. The children's receptive word learning, word explanation and production of focal words were tested pre and post intervention. An improvement in all dependent measures was found post-intervention, compared to the control group. The dictionary in the e-book supported not only receptive word learning, but also word explanation. Words that received a dictionary explanation supported word learning better than words which were not included in the dictionary. Furthermore, receiving support six times was more effective than three times. Educational implications are discussed. (As Provided). |
| Anmerkungen | Redfame Publishing Inc. 9450 SW Gemini Drive #99416, Beaverton, OR 97008. Tel: 503-828-0536 ext. 503; Fax: 503-828-0537; e-mail: jets@redfame.com; Web site: http://jets.redfame.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
