Four year old children's acquisition of print knowledge during electronic storybook reading

Reading and Writing

Volumn 22, Issue 8, 2009, Pages 889-905

  Gong, Zhiyu ^a   Levy, Betty Ann ^a  

^a MCMASTER UNIVERSITY   (Canada)

Author keywords

Early literacy; Early print exposure; Emergent literacy; Print concepts; Storybook reading; Understanding print

Indexed keywords

EID: 70349501790     PISSN: 09224777     EISSN: None     Source Type: Journal    
DOI: 10.1007/s11145-008-9130-1     Document Type: Article

References (36)

1. Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: The MIT Press.
2. Bus, A. G., van IJzendoorn, M. H., & Pellegrini, A. D. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65, 1-21.
3. Chera, P., & Wood, C. (2003). Animated multimedia 'talking books' can promote phonological awareness in children beginning to read. Learning and Instruction, 13, 33-52. doi:10.1016/S0959-4752(01)00035-4.
4. De Jong, M. T., & Bus, A. G. (2002). 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, 145-155. doi:10.1037/0022-0663.94.1.145.
5. De Jong, M. T., & Bus, A. G. (2004). The efficacy of electronic books in fostering kindergarten children's emergent story understanding. Reading Research Quarterly, 39, 378-393. doi:10.1598/RRQ.39.4.2.
6. Ehri, L. C. (1993). How English orthography influence phonological knowledge as children learn to read and spell. In R. J. Schiles (Ed.), Literacy and language analysis (pp. 21-43). Hillsdale, NJ: Lawrence Erlaum Associate, Inc.
7. Evans, M. A., & Saint-Aubin, J. (2005). What children are looking at during shared book reading: Evidence from eye movement monitoring. Psychological Science, 16, 913-920. doi:10.1111/j.1467-9280.2005.01636.x.
8. Evans, M. A., Shaw, D., & Bell, M. (2000). Home literacy activities and their influence on early literacy skills. Canadian Journal of Experimental Psychology, 54, 65-75. doi:10.1037/h0087330.
9. Evans, M. A., Williamson, K., & Pursoo, T. (2008). Preschoolers' attention to print during shared book reading. Scientific Studies of Reading, 12, 106-129. doi:10.1080/10888430701773884.
10. Ezell, H. K., & Justice, L. M. (2000). Increasing the print focus of adult-child shared book reading through observational learning. American Journal of Speech-Language Pathology, 9(1), 36-47.
11. Ezell, H. K., & Justice, L. M. (2005). Shared story book reading: Building young children's language & emergent literacy skills. Baltimore, MD: Paul H. Brooks Publishing Co. Inc.
12. Gong, Z., & Levy, B.(2004). Improving children's visual-orthographic knowledge. Poster presented at Canadian Language and Literacy Research Network, Montreal.
13. Jacoby, L. L. (1983). Remembering the data: Analyzing interactive processes in reading. Journal of Verbal Learning and Verbal Behavior, 22, 485-508. doi:10.1016/S0022-5371(83)90301-8.
14. Justice, L. M., & Ezell, H. K. (2000). Enhancing children's word and print awareness through home-based parent intervention. American Journal of Speech-Language Pathology, 9, 257-269.
15. Justice, L. M., & Ezell, H. K. (2002). Use of storybook reading to increase print awareness in at-risk children. American Journal of Speech-Language Pathology, 11, 17-29. doi:10.1044/1058-0360(2002/003).
16. Justice, L. M., & Landfork, C. (2002). Preschool children's visual attention to print during storybook reading. Communication Disorders Quarterly, 24, 11-21. doi:10.1177/152574010202400103.
17. Justice, L. M., Skibbe, L., Canning, A., & Lankford, C. (2005). Preschoolers, print, and story books: An observational study using eye-gaze analysis. Journal of Research in Reading, 28, 229-243. doi:10.1111/j.1467-9817.2005.00267.x.
18. Kolers, P. A. (1973). Remembering operations. Memory & Cognition, 3, 347-355.
19. Korat, O. (2005). Contextual and non-contextual knowledge in emergent literacy development: A comparison between children from low SES and middle SES communities. Early Childhood Research Quarterly, 20, 220-238. doi:10.1016/j.ecresq.2005.04.009.
20. Korat, O., & Shamir, A. (2007). Electronic books versus adult readers: Effects on children's emergent literacy as a function of social class. Journal of Computer Assisted Learning, 23, 248-259. doi:10.1111/j.1365-2729.2006.00213.x.
21. Korat, O., & Shamir, A. (2008). The educational electronic book as a tool for supporting children's emergent literacy in low verse middle SES groups. Computers & Education, 50, 110-124. doi:10.1016/j.compedu.2006.04.002.
22. Levy, B. A., Gong, Z., Hessels, S., Evans, M. A., & Jared, D. (2006). Understanding print: Early reading development and the contributions of home literacy experiences. Journal of Experimental Child Psychology, 93, 63-93. doi:10.1016/j.jecp. 2005.07.003.
23. Lomax, R. G., & McGee, L. M. (1987). Young children's concepts about print and reading: Towards a model of word reading acquisition. Reading Research Quarterly, 22, 237-256. doi:10.2307/747667.
24. Lovelace, S., & Stewart, S. R. (2007). Increasing print awareness in preschoolers with language impairment using not-evocative print referencing. Language, Speech, and Hearing Services in Schools, 38, 16-30. doi:10.1044/0161-1461(2007/003).
25. McBride-Chang, C., & Ho, C. S. H. (2005). Predictors of beginning reading in Chinese and English: A 2-year longitudinal study of Chinese kindergarteners. Scientific Studies of Reading, 9, 117-144. doi:10.1207/s1532799xssr0902_2.
26. National Institute of Child Health and Human Development.HIH, DHHS. (2000). Report of the national reading panel: Teaching children to read: Reports of the subgroups (00-4754). Washington, DC: U.S. Government Printing Office.
27. Ontario Ministry of Education. (2001). Helping your child to learn to read: A parent's guide. Ontario, Canada: Queen's printer.
28. Phillips, G., & McNaughton, S. (1990). The practice of storybook reading to preschool children in mainstream New Zealand families. Reading Research Quarterly, 25, 196-212. doi:10.2307/748002.
29. Segers, E., & Verhoeven, L. (2002). Multimedia support of early literacy learning. Computers & Education, 39, 207-221. doi:10.1016/S0360-1315(02)00034-9.
30. Sénéchal, M., & Lefevre, J. (2002). Parental involvement in the development of children's reading skill: A five-year longitudinal study. Child Development, 73, 445-469. doi:10.1111/1467-8624.00417.
31. Sénéchal, M., Lefevre, J., Thomas, E., & Daley, K. (1998). Differential effects of home literacy experiences on the development of oral and written language. Reading Research Quarterly, 32, 96-116.
32. Shapiro, J., Anderson, J., & Anderson, A. (1997). Diversity in parental storybook reading. Early Child Development and Care, 127-128, 47-59. doi:10.1080/0300443971270105.
33. Sonnenschein, S., & Munsterman, K. (2002). The influence of home-based reading interactions on 5-year-olds' reading motivations and early literacy development. Early Childhood Research Quarterly, 17, 318-337. doi:10.1016/S0885-2006(02)00167-9.
34. Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69, 848-872. doi:10.2307/1132208.
35. Wilkinson, G. S. (1993). Wide range achievement tests (3rd ed.). Wilmington, DE: Wide Range, Inc.
36. Yaden, D. B., Smolkin, L. B., & Conlon, A. (1989). Preschoolers' questions about pictures, print conversations, and story test during reading aloud at home. Reading Research Quarterly, 24, 188-214. doi:10.2307/747864