Processes and outcomes of joint activity with e‐books for promoting kindergarteners' emergent literacy;Processus et Résultats d’une activité associée aux livres en ligne pour promouvoir les débuts de l’alphabétisation chez les enfants de la maternelle;Methoden und ergebnisse des gemeinsamen einsatzes von e-büchern für die förderung von “kindergarteners emergent literacy”;Procesos y resultados de una actividad associada con los libros en línea para fomentar el alfabetismo emergente entre los alumnos de pre-primaria

Educational Media International

Volumn 46, Issue 1, 2009, Pages 81-96

  Shamir, Adina ^a  

^a BAR ILAN UNIVERSITY   (Israel)

Author keywords

electronic books; emergent literacy; kindergarteners; low SES

Indexed keywords

EID: 77955652827     PISSN: 09523987     EISSN: 14695790     Source Type: Journal    
DOI: 10.1080/09523980902781295     Document Type: Article

References (34)

1. Anderson, A.H., O'Malley, C., Doherty‐Sneddon, G., Langton, S., Newlands, A., Mullin, J., Fleming, A., and Van der Velden, R., 1997. “ The impact of VMC on collaborative problem solving: An analysis of task performance, communicative process, and user satisfaction ”. In Video‐mediated communication, Edited by: Finn, K.E., Sellen, A.J., and Wilbur, S.B., 133–155. Mahwah, NJ: Lawrence Erlbaum.
2. Chera, P., and Wood, C., 2003. Animated multimedia “talking books” can promote phonological awareness in children beginning to read. Learning and Instruction, 13: 33–52.
3. Crook, C., 1998. Children as computer users: The case of collaborative learning. Computers & Education, 30: 237–247.
4. Cunningham, A.E., and Stanovich, K.E., 1998. Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 5: 111–123.
5. De Jong, M.T., and 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.
6. De Jong, M.T., and Bus, A.G., 2003. How well‐suited are electronic books to supporting literacy?. Journal of Early Childhood Literacy, 3: 147–164.
7. De Jong, M.T., and Bus, A.G., 2004. The efficacy of electronic books in fostering kindergarten children's emergent story understanding. Reading Research Quarterly, 39: 378–393.
8. Hmelo‐Silver, C.E., and Bromme, R., 2007. Coding discussion and discussing coding: Research on collaborative learning in computer‐supported environments. Learning and Instruction, 17: 460–464.
9. Hyun, E., 2005. A study of 5‐ to 6‐year‐old children's peer dynamic and dialectical learning in a computer‐based technology‐rich classroom environment. Computers & Education, 44: 69–91.
10. Kellener, D., 1998. “ Media literacies and critical pedagogy in multicultural society ”. In Education, Technology and Society Retrieved, 2004, from http://www.Gseis.ucla.edu/courses/ed253a/253WEBa.html
11. Korat, O., and Shamir, A., 2004. Do Hebrew electronic books differ from Dutch electronic books? A replication of a Dutch content analysis. Journal of Computer Assisted Learning, 20: 1–12.
12. Korat, O., and Shamir, A., 2007. Electronic books versus adults readers: Effects on children's emergent literacy as a function of social class. Journal of Computer Assisted Learning, 23: 248–259.
13. Korat, O., and Shamir, A., in press. The educational electronic book as a scaffolding tool for children's emergent literacy in low versus middle SES groups. Computers & Education.
14. Kumpulainen, K., and Mutanen, M., 1999. The situated dynamics of peer group interaction: an introduction to analytic framework. Learning and Instruction, 9: 449–473.
15. Labbo, L.D., and Kuhn, M.R., 2000. Weaving chains of affect and cognition: A young child's understanding of CD‐ROM talking books. Journal of Literacy Research, 32: 187–210.
16. Labbo, L.D., and Reinking, D., 1999. Negotiating the multiple realities of technology in literacy research and instruction. Reading Research Quarterly, 34: 478–493.
17. Leferver‐Davis, S., and Pearman, C., 2005. Early readers and electronic texts: CD‐ROM storybook features that influence reading behaviors. The Reading Teacher, 58: 446–454.
18. Levin, I., 2001. Likrat kriya vektiva: Tipuach hasafa haktuva vehadvura beganey hayeladim [Towards reading and writing: Fostering the written and the oral language in kindergartens], Jerusalem: Ministry of Education.
19. Lewin, C., 2000. Exploring the effects of talking book software in UK primary classrooms. Journal of Research in Reading, 23: 149–157.
20. Matthew, K.I., 1996. The impact of CD‐ROM storybooks on children's reading comprehension and reading attitude. Journal of Educational Multimedia and Hypermedia, 5: 379–394.
21. Miller, L., Blackstock, J., and Miller, R., 1994. An exploratory study into the use of CD‐ROM storybooks. Computers and Education, 22: 187–204.
22. Reinking, D., 1997. Me and my hypertext: A multiple digression analysis of technology and literacy. The Reading Teacher, 50: 626–643.
23. Rummel, N., and Spada, H., 2005. Instructional support for collaboration. Computer‐Supported Collaborative Learning, 5: 67–87.
24. Segers, E., and Verhoven, L., 2002. Multimedia support of early literacy learning. Computers & Education, 39: 207–221.
25. Shalev, M., 1995. Hatractor beargaz hachol [The tractor in the sand box], Tel‐Aviv: Am Oved.
26. Shamir, A., and Korat, O., 2007. Developing an educational e‐book for fostering kindergarten children's emergent literacy. Computers in the Schools, 24: 125–145.
27. Shamir, A., Korat, O., and Barbi, N., 2008. The effects of CD‐ROM storybook reading on low SES kindergarteners’ emergent literacy as a function of activity context: Paired peer tutoring versus individual use of the e‐storybook. Computers & Education, 51: 354–367.
28. Shamir, A., Tzuriel, D., and Guy, R., 2007. Computer‐supported collaborative learning: Cognitive effects of intervention for peer mediation tutoring [Special issue: D. Tzuriel & A. Shamir (Eds.), Peer‐assisted learning: The state of the art as we turn toward the future]. Journal of Cognitive Education and Psychology, 6(3): 373–394.
29. Shapira, R., 2001. Duah Vaadat Hakriyaa [Report by the Investigative Commission on Reading], Jerusalem: The Knesset. Submitted to the Committee on Education and Cultural, the Knesset
30. Underwood, J., 2000. A comparison of two types of computer support for reading development. Journal of Research in Reading, 23: 136–148.
31. Underwood, G., and Underwood, J., 1998. Children's interactions and learning outcomes with interactive talking books. Computers & Education, 30: 95–102.
32. Whitebread, D., Bingham, S., Grau, V., Pasternak, D.P., and Sangster, C., 2007. Development of metacognition and self‐regulated learning in young children: Role of collaborative and peer‐assisted learning. Journal of Cognitive Education and Psychology, 3: 433–455.
33. Whitehurst, G.J., and Lonigan, C.J., 2001. “ Emergent literacy: Development from prereaders to readers ”. In Handbook of early literacy research, Edited by: Neuman, S.B., and Dickenson, D., 11–30. New York: Guilford.
34. Wood, C., Littleton, K., and Chera, P., 2005. Beginning readers' use of talking books: Styles of working. Literacy, 39: 135–142.