The effect of activity with e-book on vocabulary and story comprehension: A comparison between kindergarteners at risk of learning disabilities and typically developing kindergarteners

European Journal of Special Needs Education

Volumn 26, Issue 3, 2011, Pages 311-322

  Shamir, Adina ^a   Korat, Ofra ^a   Shlafer, Inessa ^a  

^a BAR ILAN UNIVERSITY   (Israel)

Author keywords

Electronic books; Preschoolers at risk for LD; Story comprehension; Vocabulary

Indexed keywords

ARTICLE; CHILD; COGNITION; COMPREHENSION; CONTROLLED STUDY; ELECTRONIC DATA INTERCHANGE; FEMALE; HUMAN; LEARNING DISORDER; LINGUISTICS; MAJOR CLINICAL STUDY; MALE; PRESCHOOL CHILD; PRIORITY JOURNAL; RISK FACTOR; SCHOOL CHILD; VERBAL COMMUNICATION;

EID: 80052056325     PISSN: 08856257     EISSN: 1469591X     Source Type: Journal    
DOI: 10.1080/08856257.2011.593824     Document Type: Article

References (42)

1. Adam, N., and M. Wild. 1997. Applying CD-ROM interactive storybooks to learning to read. Journal of Computer Assisted Learning, 13: 119-32.
2. Bryant, D.P., M. Goodwin, B.R. Bryant, and K. Higgins. 2003. Vocabulary instruction for students with learning disabilities: A review of the research. Learning Disability Quarterly, 26: 117-28.
3. Bulgren, J.A., and J.J. Carta. 1993. Examining the instructional contexts of students with learning disabilities. Exceptional Children, 59, no. 3: 182-91.
4. Bus, A.G., M.H. van Ijzendoorn, and A.D. Pellegrini. 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.
5. De Jong, M.T., and A.G. Bus. 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: 145-55.
6. De Jong, M.T., and A.G. Bus. 2003. How well suited are electronic books to supporting literacy? Journal of Early Childhood Literacy, 3: 147-64.
7. De Jong, M.T., and A.G. Bus. 2004. The efficacy of electronic books fostering kindergarten children's emergent story understanding. Reading Research Quarterly, 39: 378-93.
8. Eshet-Alkalai, Y. 2004. Digital literacy: A conceptual framework for survival skills in the digital era. Journal of Educational Multimedia and Hypermedia, 13, 1: 93-106.
9. Fuchs, D. 2006. Cognitive profiling of children with genetic disorders and the search for a scientific basis of differentiated education. In Handbook of educational psychology, ed. P. Alexander and P. Winne, 2nd ed., 187-206. Mahwah, NJ: Erlbaum.
10. Hezroni, O.E., 2004. Literacy and assistive technology for children with special needs. Script, 7-8, 195-218. (Hebrew).
11. Kaufman, A.S., and N.L. Kaufman. 1983. The Kaufman assessment battery for children, Circle Pine, NM: American Guidance Service.
12. Korat, O., and A. Shamir. 2004. Do Hebrew electronic books differ from Dutch electronic books? A replication of a Dutch content analysis. Journal of Computer Assisted Learning, 20: 257-68.
13. Korat, O., and A. Shamir. 2007. Electronic books versus adult readers: effects on children emergent literacy as a function of social class. Journal of Computer Assistance Learning, 23: 248-59.
14. Labbo, L.D., and M.R. Kuhn. 2000. Weaving chains of affect and cognition: A young child's understanding of CD-ROM talking books. Journal of Literacy Research, 32: 187-210.
15. Leferver-Davis, S., and C. Pearman. 2005. Early readers and electronic texts: CD-ROM storybook features that influence reading behaviors. The Reading Teacher, 58: 446-54.
16. Lewin, C. 2000. Exploring the effects of talking book software in UK primary classrooms. Journal of Research in Reading, 23: 149-57.
17. Littleton, K., C. Wood, and P. Chera. 2006. Interactions with talking books: Phonological awareness affects boy's use of talking books. Journal of Computer Assisted Learning, 22: 382-90.
18. Mayer, R.E. 2003. The promise of multimedia learning: Using the same instructional design methods across different media. Learning and Instruction, 13: 125-39.
19. Margalit, M., 2000. Doch HaVaada LeB'hinat Yesum Hok Hinuch Meyuchad (Doch Margalit) [Report of the committee for the examination of implementation of the special education law (Margalit Report)]. Jerusalem: Ministry of Education.
20. Nagy, W., and S. Stahl. 2000. Promoting vocabulary development, Austin: Texas Education Agency.
21. National Joint Committee on Learning Disabilities (NJCLD). 2006. Learning disabilities and young children: Identification and intervention., http://www.ldonline.org/about/partners/njcld#reports (May 25, 2009).
22. Neuman, S.B. 2009. The case for multi-media presentation in learning: a theory of synergy. In Multimedia and literacy development: Improving achievement for young learners, ed. A.G. Bus and S.B. Neuman, 44-56. New York: Taylor & Francis.
23. Reinking, D. 1997. Me and my hypertext: A multiple digression analysis of technology and literacy [sic]. The Reading Teacher, 50: 626-43.
24. Roth, M., 2000. Yuval Hamebulbal, [Confused Yuval]. Tel Aviv: Poalim Publishing (Hebrew).
25. Schooler, J.W., E.D. Reichle, and D.V. Halpern. 2005. Zoning-out during reading: evidence for dissociation between experienced and meta-consciousness. In Thinking and seeing: Visual metacognition in adults and children, ed. D.T. Levin. Cambridge, MA: MIT Press.
26. Segers, E., M. Nooijen, and J. de Moor. 2006. Computer vocabulary training in kindergarten children with special needs. International Journal of Rehabilitation Research, 29, no. 4: 343-5.
27. Segers, E., and L. Verhoeven. 2002. Multimedia support of early literacy learning. Computers & Education, 39: 207-21.
28. Sénéchal, M. 2006. Testing the home literacy model: Parent involvement in kindergarten is differently related to grade 4 reading comprehension, fluency, spelling and reading for pleasure. Scientific Studies of Reading, 10: 59-87.
29. Shamir, A. 2009. Processes and outcomes of joint activity with e-books for promoting kindergarteners' emergent literacy. Educational Media International, 46, no. 1: 81-96.
30. Shamir, A., and O. Korat. 2006. How to select CD-ROM storybooks for young children: The teachers' role. The Reading Teacher, 59: 532-43.
31. Shamir, A., and O. Korat. 2007. Developing an educational e-book for fostering kindergarten children's emergent literacy. Computers in the Schools, 24: 125-45.
32. Shamir, A., O. Korat, and N. Barbi. 2008. The effects of CD-ROM storybook reading on low SES kindergarteners' emergent literacy as a function of learning context. Computers & Education, 51, no. 1: 354-67.
33. Shamir, A., and O. Korat. 2009. The educational electronic book as a tool for supporting children's emergent literacy. In Multimedia and literacy development: Improving achievement for young learners, ed. A.G. Bus and S.B. Neuman, 168-81. New York: Taylor & Francis.
34. Snow, C.E., and A. Ninio. 1986. The contracts of literacy: What children learn from learning to read books. In Emergent literacy: Writing and reading, ed. W.H. Teale and E. Sulzby, 116-38. Norwood, NJ: Albex.
35. Stahl, S.A. 1986. Three principles of effective vocabulary instruction. Journal of Reading, 29: 662-68.
36. Stanovich, K.E. 2000. Progress in understanding reading: Scientific foundations and new frontiers, New York: Guilford.
37. Swanson, H.L., K.R. Harris, S., Graham, S., 2003. Handbook of learning disabilities, Guilford, New York & London.
38. Underwood, G., and J.D.M. Underwood. 1998. Children's interactions and learning outcomes with interactive talking books. Computers and Education, 30: 95-102.
39. Verhallen, J., A.G. Bus, and M.T. De Jong. 2006. The promise of multimedia stories for kindergarten children at risk. Journal of Educational Psychology, 9, no. 2: 410-9.
40. Whitehurst, G.J., and C.J. Lonigan. 2001. Emergent literacy: development from pre-readers to readers. In Handbook of early literacy research, ed. S.B. Neuman and D.K. Dickinson, 11-29. New York: Guilford.
41. Wood, C., C. Pillinger, and E. Jackson. 2010. Understanding the nature and impact of young readers' literacy interactions with talking books and during adult reading support. Computers & Education, 54: 190-98.
42. Zucker, T.A., A.K. Moody, and M.C. McKenna. 2009. The effects of electronic books on pre-kindergarten to grade 5 students' literacy and language outcomes: A research synthesis. Journal of Educational Computing Research, 40, no. 1: 47-87.