Direct and Indirect Teaching: Using E-Books for Supporting Vocabulary, Word Reading, and Story Comprehension for Young Children

Autor/inn/en	Korat, Ofra; Shamir, Adina
Titel	Direct and Indirect Teaching: Using E-Books for Supporting Vocabulary, Word Reading, and Story Comprehension for Young Children
Quelle	In: Journal of Educational Computing Research, 46 (2012) 2, S.135-152 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
Schlagwörter	Foreign Countries; Age Differences; Kindergarten; Reading Instruction; Preschool Children; Vocabulary; Vocabulary Development; Dictionaries; Word Recognition; Electronic Learning; Computer Assisted Instruction; Multimedia Materials; Educational Technology; Instructional Design; Teaching Methods; Comparative Analysis; Statistical Analysis; Electronic Publishing; Computer Peripherals; Multimedia Instruction; Books; Childrens Literature; Reading Materials; Story Reading; Instructional Effectiveness; Experimental Groups; Control Groups; Correlation; Pretests Posttests; Israel + Suchen Sie Ihr Suchwort? Ausland; Age; Difference; Age difference; Altersunterschied; Leseunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Wortschatz; Wortschatzarbeit; Dictionary; Wörterbuch; Worterkennung; Computer based training; Computerunterstützter Unterricht; Unterrichtsmedien; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching method; Lehrmethode; Unterrichtsmethode; Statistische Analyse; Elektronisches Publizieren; Multimediales Lernen; Book; Buch; Monographie; Monografie; 'Children''s literature'; Kinderliteratur; Unterrichtserfolg; Korrelation
Abstract	We examine the effect of direct and indirect teaching of vocabulary and word reading on pre-kindergarten and kindergarten children following use of an electronic storybook (e-book). The children in each age group were randomly assigned to an intervention group which read the e-book or to a control group which was afforded the regular school program. The e-book included words with meaning support and words with no support. Children who read the e-book exhibited progress in the meaning and reading of the words supported directly by the computer compared to the control group. No such progress was observed for words without direct support. No differences appeared in the progress between the two age groups and no interaction was found between age and type of word support. (Contains 4 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10