Investigating analytic tools for e-book design in early literacy learning

Journal of Interactive Online Learning

Volumn 8, Issue 3, 2009, Pages 218-240

  Roskos, Kathleen ^a   Brueck, Jeremy ^b   Widman, Sarah ^a  

^a JOHN CARROLL UNIVERSITY   (United States)

^b UNIVERSITY OF AKRON   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 80052309774     PISSN: 15414914     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (33)

1. Anderson, L., & Krathwohl, D. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. New York: Addison Wesley Longman.
2. Anderson-Inman, L., & Horney, M. (1997). Electronic books for secondary students. Journal of Adolescent & Adult Literacy, 40(6), 486-491.
3. American Psychological Association. (1997). Learner-centered psychological principles A framework for school redesign and reform. Washington, DC: Author. Retrieved on June 1, 2007 from http://www.apa.org/ed/lcp.html
4. Authors (2009). The eBook as a learning object in an online world. In A Bus & SB Neuman (Eds). Multimedia and literacy development (77-88). New York: Routledge.
5. Bailey, P & Snowling, M (2002). Auditory processing and the development of language and literacy. British Medical Bulletin, 63, 135-146.
6. Bus, A., de Jong, M., Verhallen, M., & van der Kooy-Hyland. (2009). How onscreen storybooks contribute to early literacy. In A. Bus & S. Neuman (Eds.), Multimedia and literacy development (pp. 153-167). New York: Routledge, Taylor & Francis.
7. Clark, R., & Mayer, R. (2008). E-Learning and the science of instruction. San Francisco, CA: Pfieffer.
8. Csikszentmihalyi, M (1990). Literacy and intrinsic motivation. Daedelus, 119(2), 115-140.
9. de Jong, M., & Bus, A. (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(1), 145-155.
10. de Jong, M., & Bus, A. (2003). How well suited are electronic books to supporting literacy? Journal of Early Childhood Literacy, 3(2), 147-164.
11. Downes, S. (2003). Design and reusability of learning objects in an academic context: A new economy of education?, USDLA Journal,17(1), 3-22. Retrieved May 1, 2006 from http://www.usdla.org/html/journal/JAN03_Issue/ED_JAN03.pdf
12. Downing, J. (1979). Reading and Reasoning. Oxford: Chambers.
13. Gough, P., & Tunmer, W. (1986). Decoding, reading, and reading disability. Remedial and Special Education 7(1), 6-10.
14. Hassett, D. (2006). Signs of the times: The governance of alphabetic print over 'appropriate' and 'natural' reading development. Journal of Early Childhood Literacy, 6(10), 77-103.
15. Hirsch. ED (2006). The case for brining content into the language arts block and for a knowledge-rich curriculum core for all children. Retrieved on May 17, 2009 from http://www.aft.org/pubs-reports/american-educator/issues/spring
16. Kamil, M., Intrator, S & Kim, H (2000). Effects of other technologies on literacy and learning. In ML Kamil, PB Mosenthal, PD Pearson & R Barr (Eds). Handbook of Reading Research, V3 (771-788). Mahwah, NY: Erlbaum.
17. 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 (3), 248-259.
18. Labbo, L (2009). "Let's do the computer story again, Nana.": A case study of how a 2-year-old and his grandmother shared thinking spaces during multiple shared readings of an electronic story. In A. Bus & S. Neuman (Eds.), Multimedia and literacy development (pp. 196-210). New York: Routledge, Taylor & Francis
19. Labbo, L., & Kuhn, M. (2000). Weaving chains of affect and cognition: A young child's understanding of CD-ROM talking books. Journal of Literacy Research, 32(2), 187-210.
20. Lim, G. (2007). Instructional design and pedagogical consideration for the ins-andouts of learning objects. In A. Koobang, & K. Harman (Eds.), Learning objects and instructional design (pp. 89-137). Santa Ross, CA: Informing Science Press.
21. Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38, 43-52.
22. McKenna. M. & Walpole, S. (2007). Assistive technology in the reading clinic: Its emerging potential. Reading Research Quarterly, 42, 140-45.
23. McKenna, M & Zucker, T. (2009). Use of electronic storybooks in reading instruction. In A Bus & SB Neuman (Eds). Multimedia and literacy development (254-272). New York: Routledge.
24. Merrill, M.D. (1999). Instructional transaction theory: Instructional design based on knowledge objects. In C.M. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of instructional theory (Vol. 2) (pp. 397-424). Mahwah, NJ: Lawrence Erlbaum Associates.
25. Rathvon, N. (2000). Early reading Assessment. New York: Guilford Publications.
26. Reigeluth, C. (1999). Knowledge building for use of the internet in education. Instructional Science, 31, 341-346.
27. Segers, E., & Vermeer, A. (2008). Vocabulary learning by computer in kindergarten: The possibilities of interactive vocabulary books. In O. N. Saracho, & B. Spodek (Eds.), Contemorary Perspectives on Science and Technology in Early Childhood Education (pp. 149-166). Greenwich: Information Age Publishing.
28. Shamir, A & Korat, O (2009). The educational electronic book as a tool for supporting children's emergent literacy. In A Bus & SB Neuman (Eds). Multimedia and literacy development (168-181). New York: Routledge.
29. Shredoff, N. (1994). Information interaction design: A unified field theory of design, 1-15. Retrieved June 1, 2003 from http://www.nathan.com/thoughts/unified/unified.pdf.
30. Stanovich, K. (1980). Toward an interactive-compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly, 16(1), 32-71.
31. Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4), 360-407.
32. Verhallen, M., Bus, A., & de Jong, M. (2006). The promise of multimedia stories for kindergarten children at risk. Journal of Educational Psychology, 98, 410-419.
33. Wiley, D. A. (2000). Learning object design and sequencing theory. Unpublished doctoral dissertation, Brigham Young University. Retrieved May 1, 2006, http://davidwiley.com/papers/dissertation/dissertation.pdf