E-text and e-books are changing literacy landscape

Phi Delta Kappan

Volumn 96, Issue 3, 2014, Pages 38-43

  Dalton, Bridget ^a  

^a UNIVERSITY OF COLORADO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84907815840     PISSN: 00317217     EISSN: 19406487     Source Type: Journal    
DOI: 10.1177/0031721714557451     Document Type: Article

References (16)

1. Chiong, C., Ree, J., Takeuchi, L., & Erickson, L. (2012). Comparing parent-child coreading on print, basic, and enhanced e-book platforms. New York, NY: Joan Ganz Cooney Center. www.joanganzcooneycenter.org/wp-content/ uploads/2012/07/jgcc_ebooks_quickreport.pdf
2. Coyne, P., Pisha B., Dalton, B., Zeph, L., & Cook Smith, N. (2012). Literacy by design: A universal design for learning approach for students with significant intellectual disabilities. Remedial and Special Education, 33 (3), 162-172.
3. Dalton, B. (2014). DIY e-books: Designing enhanced e-texts. The Reading Teacher, 67 (7), 543-546.
4. Dalton, B. & Palincsar, A. (2013). Investigating text-reader interactions in the context of supported e-text. In R. Azevedo, & V. Aleven (Eds.), International Handbook of Metacognition and Learning Technologies (pp. 533-544). New York, NY: Springer.
5. Dalton, B., Pisha, B., Eagleton, M., Coyne, P., & Deysher, S. (2002). Engaging the text: Reciprocal teaching and questioning strategies in a scaffolded learning environment. Final report to the U.S. Department of Education, Office of Special Education Programs. Wakefield, MA: CAST.
6. Dalton, B. & Proctor, C.P. (2008). The changing landscape of text and comprehension in the age of new literacies. In J. Coiro, M. Knobel, C. Lankshear, & D. Leu (Eds.), Handbook of research on new literacies (pp. 297-324). Mahweh, NJ: Lawrence Erlbaum.
7. Dalton, B., Proctor, C.P., Uccelli, P., Mo, E., & Snow, C.E. (2011). Designing for diversity: The role of reading strategies and interactive vocabulary in a digital reading environment for 5th-grade monolingual English and bilingual students. Journal of Literacy Research, 43 (1), 68-100.
8. Digital Textbook Collaborative. (2012). Digital textbook playbook. Washington, DC: Federal Trade Commission. www. fcc.gov/encyclopedia/digital-textbook-playbook
9. Drummond, K., Chinen, M., Duncan, T.G., Miller, H.R., Fryer, L., Zmach, C., & Culp, K. (2011). Impact of the Thinking Reader software program on grade 6 reading vocabulary, comprehension, strategies, and motivation (NCEE 2010-4035 report). Washington, DC: U.S. Department of Education.
10. Kress, G. (2003). Literacy in the new media age. New York, NY: Routledge.
11. Labbo, L.D. & 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.
12. Moran, J., Ferdig, R.E., Pearson, P.D., Wardrop, J., & Blomeyer, R.L. (2008). Technology and reading performance in the middle-school grades: A meta-analysis with recommendations for policy and practice. Journal of Literacy Research, 40 (1), 6-58.
13. Proctor, P., Dalton, B., Uccelli, P., Biancarosa, G., Mo, E., Snow, C.E., & Neugebauer, S. (2011). Improving comprehension online: Effects of deep vocabulary instruction with bilingual and monolingual 5th graders. Reading and Writing: An Interdisciplinary Journal, 24 (5), 517-544.
14. Rasinki, T.V. (2003). The fluent reader. New York, NY: Scholastic.
15. Rose, D. & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: ASCD. www.cast.org/teachingeverystudent/
16. Zucker, T.A., Moody, A.J., & McKenna, M.C. (2009). The effects of electronic books on prekindergarten-to-grade 5 students' literacy and language outcomes: A research synthesis. Journal of Educational Computing Research, 40 (1), 47-87.