Expanding the Boundaries of Kindergartners' E-Book Reading: Metacognitive Guidance for E-Book Support among Young Children at Risk for Learning Disabilities

Autor/in	Shamir, Adina
Titel	Expanding the Boundaries of Kindergartners' E-Book Reading: Metacognitive Guidance for E-Book Support among Young Children at Risk for Learning Disabilities
Quelle	In: Teachers College Record, 119 (2017) 13Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-4681
Schlagwörter	Kindergarten; Electronic Learning; Emergent Literacy; Early Childhood Education; Childrens Literature; Control Groups; Experimental Groups; Metacognition; Phonological Awareness; Vocabulary Development; Educational Practices; Educational Research; Electronic Publishing + Suchen Sie Ihr Suchwort? Frühleseunterricht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; 'Children''s literature'; Kinderliteratur; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Wortschatzarbeit; Bildungspraxis; Bildungsforschung; Pädagogische Forschung; Elektronisches Publizieren
Abstract	The increasing range and number of electronic books (e-books) available in the children's book market has motivated educators and researchers to investigate how well these platforms can contribute to advancing emergent literacy. Such research has nonetheless been conducted on a much smaller scale in the area of self-regulated learning (SRL) with e-books targeted at young children at risk for learning disabilities. The article discusses recent research conducted with kindergartners 4.5 to 7.0 years old. In the research reported, the 78 participants were randomly divided into three groups of equal size: experimental (educational e-book with metacognitive guidance), experimental (educational e-book without metacognitive guidance), and control (the regular kindergarten program). The findings indicated that the metacognitive guidance embedded in the educational e-book supported phonological awareness (rhyming) but not vocabulary acquisition. (As Provided).
Anmerkungen	Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01