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Autor/in | Shamir, Adina |
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Titel | E-Books for Promoting Vocabulary among Students with Intellectual Disability as Opposed to Children with Learning Disability: Can Repeated Reading Make a Difference? |
Quelle | In: Journal of Cognitive Education and Psychology, 17 (2018) 2, S.164-177 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1945-8959 |
DOI | 10.1891/1945-8959.17.2.164 |
Schlagwörter | Electronic Publishing; Books; Vocabulary Development; Learning Disabilities; Repetition; Reading Strategies; Language Acquisition; Students with Disabilities; Elementary School Students; Children; Literacy; Mild Intellectual Disability; Grade 2; Instructional Effectiveness Elektronisches Publizieren; Book; Buch; Monographie; Monografie; Wortschatzarbeit; Learning handicap; Lernbehinderung; Wiederholung; Reading strategy; Leselernstufe; Lesetechnik; Sprachaneignung; Spracherwerb; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Child; Kind; Kinder; Alphabetisierung; Schreib- und Lesefähigkeit; School year 02; 2. Schuljahr; Schuljahr 02; Unterrichtserfolg |
Abstract | Despite young children's increasing access to electronic books (e-books) and the evidence indicating their effectiveness for promoting language and literacy, no study has yet explored the e-book's effect in this area among students with intellectual disability (ID). Motivated by this challenge, the current study sought to investigate the effect of an educational e-book on vocabulary acquisition among students with ID. The effect on vocabulary of five repeated readings of an e-book among students with ID was measured and compared with that of children with learning disability (LD). The findings indicate that whereas two independent rereadings with the e-book were enough to promote vocabulary acquisition among the students with LD, at least five rereadings were required to make a difference in the group with ID. Explanations and implications of the findings are discussed. (As Provided). |
Anmerkungen | Springer Publishing Company. 11 West 42nd Street 15th Floor, New York, NY 10036. Tel: 877-687-7476; Tel: 212-431-4370; Fax: 212-941-7842; e-mail: subscriptions@springerpub.com; Web site: http://www.springerpub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |