Early readers and electronic texts: CD-ROM storybook features that influence reading behaviors

Reading Teacher

Volumn 58, Issue 5, 2005, Pages 446-454

  Lefever Davis, Shirley ^a   Pearman, Cathy ^b  

^a UNIVERSITY OF ARKANSAS   (United States)

^b MISSOURI STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 14844329840     PISSN: 00340561     EISSN: None     Source Type: Journal    
DOI: 10.1598/RT.58.5.4     Document Type: Review

References (15)

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4. International Society for Technology in Education. (2002). National Educational Technology Standards. Retrieved March 14, 2004, from http://cnets.iste.org
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11. Lewin, C. (1996). Improving talking book software design: Emulating the supportive tutor. Bradford, UK: Center for Information Technology in Education, The Open University.
12. Mathews, K.I. (1996). The impact of CD-ROM storybooks on children's reading comprehension and attitude. Journal of Education Multimedia and Hypermedia, 5, 379-394.
13. McKenna, M.C. (1998). Electronic texts and the transformation of beginning reading. In D. Reinking, M. McKenna, L.D. Labbo, & R. Kieffer (Eds.), Handbook of literacy and technology: Transformations in a post-typographic world (pp. 45-59). Mahwah, NJ: Erlbaum.
14. Pearman, C. (2003). Effects of CD-ROM storybooks on the independent reading comprehension of second grade students (Doctoral dissertation, University of Arkansas, 2003). Dissertation Abstracts International, 64(07a), 2427 (ProQuest Information and Learning No. 3097320).
15. Reinking, D. (1997). Me and my hypertext:) A multiple digression analysis of technology and literacy (sic). The Reading Teacher, 50, 626-637.