Electronic Book for Promoting Emergent Math: A Comparison between Kindergarteners at Risk for Learning Disabilities and with Typical Development

Autor/inn/en	Segal-Drori, Ora; Kalmanovich, Liron Ben Haim; Shamir, Adina
Titel	Electronic Book for Promoting Emergent Math: A Comparison between Kindergarteners at Risk for Learning Disabilities and with Typical Development
Quelle	In: Journal of Educational Computing Research, 57 (2019) 4, S.954-977 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kalmanovich, Liron Ben Haim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633118769459
Schlagwörter	Electronic Publishing; Books; Mathematics Instruction; At Risk Students; Learning Disabilities; Kindergarten; Intervention; Learning Activities; Program Effectiveness; Mathematics Skills; Educational Technology; Technology Uses in Education; Foreign Countries; Israel; Test of Nonverbal Intelligence; Illinois Test of Psycholinguistic Abilities + Suchen Sie Ihr Suchwort? Elektronisches Publizieren; Book; Buch; Monographie; Monografie; Mathematics lessons; Mathematikunterricht; Learning handicap; Lernbehinderung; Lernaktivität; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland
Abstract	The aim of the study was to examine the effect of an activity with an educational electronic storybook with math content on the emergent math of kindergarteners at risk for learning disabilities (LD) compared with kindergarteners with typical development (TD). The study included 107 kindergarteners aged 4.6 to 7. Both the participants at risk for LD (n = 51) and those with TD (n = 56) were randomly divided into two groups: an experimental group that received an intervention with the electronic book and a control group that participated in the regular kindergarten activity during that time. The findings indicated greater improvement in the intervention groups compared with the control groups in the measures "essence of addition" and "ordinal numbers." Both the group at risk for LD and the group with TD showed significant improvement following the intervention. The implications of these results for young children in general, and for kindergarteners at risk for LD in particular, are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01