The educational electronic book as a tool for supporting children's emergent literacy in low versus middle SES groups

Computers and Education

Volumn 50, Issue 1, 2008, Pages 110-124

  Korat, O ^a   Shamir, A ^a  

^a BAR ILAN UNIVERSITY   (Israel)

Author keywords

Electronic book; Emergent literacy; Kindergarteners; SES

Indexed keywords

DATABASE SYSTEMS; DISTANCE EDUCATION; STUDENTS; SUSTAINABLE DEVELOPMENT;

ELECTRONIC BOOK; EMERGENT LITERACY; KINDERGARTENERS; PHONOLOGICAL AWARENESS;

DIGITAL LIBRARIES;

EID: 35148829634     PISSN: 03601315     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.compedu.2006.04.002     Document Type: Article

References (47)

1. Aram D., and Levin I. Mother-child writing and storybook reading: relations with literacy among low SES kindergartener. Merrill-Palmer Quarterly 48 2 (2002) 202-224
2. Burgess R.B., Hecht S.A., and Lonigan C.J. Relations of the home literacy environment (HLE) to the development of reading-related abilities: a one-year longitudinal study. Reading Research Quarterly 37 (2002) 408-426
3. Bus A.G., van Ijzendoorn M.H., and Pellegrini A.D. Joint book reading makes for success in learning to read: a meta-analysis on intergenerational transmission of literacy. Review of Educational Research 65 (1995) 1-21
4. Chera P., and Wood C. Animated multimedia "talking books" can promote phonological awareness in children beginning to read. Learning and Instruction 13 (2003) 33-52
5. Clay M. Concepts about print in English and other languages. The Reading Teacher 42 (1989) 268-276
6. de Jong M.T., and Bus A.G. Quality of book-reading matters for emergent readers: an experiment with the same book in a regular or electronic format. Journal of Educational Psychology 94 (2002) 145-155
7. de Jong M.T., and Bus A.G. How well suited are electronic books to supporting literacy?. Journal of Early Childhood Literacy 3 (2003) 147-164
8. de Jong M.T., and Bus A.G. The efficacy of electronic books in fostering kindergarten children's emergent story understanding. Reading Research Quarterly 39 (2004) 378-393
9. Dixon-Krauss L. Vygotsky's sociohistorical perspective on learning and its application to western literacy instruction. Vygotsky in the classroom: Mediated literacy instruction and assessment (1996), Longman, New York 7-17
10. Doty D.E., Popplewell S.R., and Byers G.O. Interactive CD-ROM storybooks and young readers' reading comprehension. Journal of Research on Computing and Education 33 (2001) 374-384
11. Ferreiro E., and Teberosky A. Literacy before schooling (1982), Heinemann, Exeter, NH
12. Haden C.A., Reese E., and Fivush R. Mothers' extratextual comments during storybook reading: stylistic differences over time and across texts. Discourse Processes 21 (1996) 135-169
13. Heath S.B. Ways with words: Language life and work in communities and classrooms (1983), Cambridge University Press, Cambridge
14. The Israeli Municipalities (1995). Physical data. Jerusalem, Israel.
15. Kellener D. Media literacies and critical pedagogy in multicultural society. Education, Technology and Society (1998). Available from www.Gseis.ucla.edu/courses/ed253a/253WEBa.html
16. Korat O., Bachar E., and Snapir M. Heibetim funktsyonalim- chevratyim vehebetim vekognitivyim behitpatchut nitsanei oryanut hayeled: hakesher lemeytsav hachevrati-kalkali ulehatslacha bekria uktiva bekita alepf. [Functional-social and cognitive aspects in emergent literacy: Relations to SES and to reading-acquisition in first grade]. Megamoth 42 (2003) 195-218 (Hebrew)
17. Korat, O., Klien, P., & Segal-Drori, O. (2006). Maternal mediation in book reading, home literacy environment, and children's emergent literacy: A comparison between two social groups.
18. Korat O., and Levin I. Spelling acquisition in two social groups: Mother-child interaction, maternal beliefs and child's spelling. Journal of Literacy Research 43 (2002) 209-236
19. Korat O., and Shamir A. Do Hebrew electronic books differ from Dutch electronic books? A replication of a Dutch content analysis. Journal of Computer Assisted Learning 20 (2004) 257-268
20. Kramavsky B., and Mevarech Z. Oryanut kriah, matematika vemadayim: Mechkar PISA 2002. [Literacy, reading, mathematics and science: PISA research 2002] (2003), Ministry of Education, Jerusalem (Hebrew)
21. Labbo L.D., and Kuhn M.R. Weaving chains of affect and cognition: a young child's understanding of CD-ROM talking books. Journal of Literacy Research 32 (2000) 187-210
22. Labbo L.D., and Reinking D. Negotiating the multiple realities of technology in literacy research and instruction. Reading Research Quarterly 34 (1999) 478-493
23. Lefever-Davis S., and Pearman C. Early readers and electronic texts: CD-ROM storybook features that influence reading behaviors. The Reading Teacher 58 (2005) 446-454
24. Leseman P.P.M., and de Jong P.F. Home literacy: opportunity, instruction, cooperation and social-emotional quality predicting early reading achievement. Reading Research Quarterly 33 (1998) 294-318
25. Levin I., Patel S., Margalit T., and Barad N. Letter-names: effect on letter saying, spelling and word recognition in Hebrew. Applied Psycholinguistics 23 (2002) 269-300
26. Levin I., Share D., and Shatil E. A qualitative-quantitative study of preschool writing: its development and contribution to school literacy. In: Levy C.M., and Ransdale S. (Eds). The science of writing: Theories, method, individual differences and application (1996), Lawrence Erlbaum, Mahwah, NJ 271-293
27. Lewin C. Exploring the effects of talking book software in UK primary classrooms. Journal of Research in Reading 23 (2000) 149-157
28. Lonigan C.J., Burgess S.R., Anthony J.L., and Baker T.A. Development of phonological sensitivity in 2- to 5-year-old children. Journal of Educational Psychology 90 (1998) 294-311
29. Mandler J.M., and Johnson N.S. Remberances of things parsed: story structure and recall. Cognitive Psychology 9 (1977) 111-115
30. Miller L., Blackstock J., and Miller R. An exploratory study into the use of CD-ROM storybooks. Computer and Education 22 (1994) 187-204
31. Reese E. Predicting children's literacy from mother-child conversations. Cognitive Development 10 (1995) 381-405
32. Scarborough H.S. Connecting early language and literacy to later reading (dis)abilities: evidence, theory, and practice. In: Neuman S.B., and Dickenson D. (Eds). Handbook of early literacy research (2001), Guilford Press, New York 97-110
33. Segers E., and Verhoven L. Multimedia support of early literacy learning. Computers and Education 39 (2002) 207-221
34. Shalev M. Hatractor Beargaz Hachol [The Tractor in the Sand Box] (1995), Am-Oved Publisher, Tel Aviv, Israel
35. Share D., and Blum P. Syllable splitting in literate and preliterate Hebrew speakers: onsets and rimes or bodies and codas. Journal of Experimental Child Psychology 92 (2005) 182-202
36. Share D.L., and Gur T. How reading begins: a study of preschoolers' print identification strategies. Cognition and Instruction 17 (1999) 177-213
37. Shatil E., Share D.C., and Levin I. On the contribution of kindergarten writing to grade one literacy: a longitudinal study in Hebrew. Applied Psycholinguistics 21 (2001) 1-21
38. Talley S. The effect of CD-ROM computer storybook program on Head Start children's emergent literacy. Master's Abstracts International 33 6 (1994) 1638
39. Tunmer W.E., Nesdale A.R., and Wright A.D. Syntactic awareness and reading acquisition. British Journal of Developmental Psychology 5 (1987) 25-34
40. Underwood G., and Underwood J.D.M. Children's interactions and learning outcomes with interactive talking books. Computers and Education 30 (1998) 95-102
41. Wells G. Preschool literacy related activities and success in school. In: Olson D.R., Torrance N., and Hildyard A. (Eds). Literacy language and learning: The nature and consequences of reading and writing (1985), Cambridge University Press, New York 229-255
42. Whitehurst, G. J. (1999, April). The role of inside-out skills in reading readiness of children from low-income families. In C. J. Lonigan (Chair), From prereaders to readers: The role of phonological processing skills in at risk typically developing children. Symposium conducted at the meeting of the Society for Research in Child Development, Albuquerque, NM.
43. Whitehurst G.J., and Lonigan C.J. Emergent literacy: development from prereaders to readers. In: Neuman S.B., and Dickenson D. (Eds). Handbook of early literacy research (2001), Guilford Press, New York 11-30
44. Wise D., Olson R., Annsett M., Andrews L., Terjak M., Schneider V., et al. Implementing a long term computerized remedial reading program with syntactic speech feedback: hardware, software and read world issues. Behavior Research Method Instruction and Computers 21 (1989) 173-180
45. Van Kleeck A. Research on book-sharing: another critical look. In: van Kleeck A., Stahl S.A., and Bauer E.B. (Eds). On reading books to children: Parents and teachers (2003), Lawrence Erlbaum Associates Publishers, Mahwah, NJ 16-36
46. Vygotsky L.S. Mind and society: The development of higher psychological processes (1978), Harvard University Press, Cambridge, MA
47. Zellermier M., and Kuzulin A. Lemeeda beheksher hevratee: Hittpathut t'haleeheem pseechlogeeyiem gvoheem. [Learning in social context: The development of high psychological process] (2004), Hakeebutz Hmeuhad Publishing, Tel-Aviv, Israel (Hebrew)