E-Books for Promoting Vocabulary among Students with Intellectual Disability as Opposed to Children with Learning Disability: Can Repeated Reading Make a Difference?

Autor/in	Shamir, Adina
Titel	E-Books for Promoting Vocabulary among Students with Intellectual Disability as Opposed to Children with Learning Disability: Can Repeated Reading Make a Difference?
Quelle	In: Journal of Cognitive Education and Psychology, 17 (2018) 2, S.164-177 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1945-8959
DOI	10.1891/1945-8959.17.2.164
Schlagwörter	Electronic Publishing; Books; Vocabulary Development; Learning Disabilities; Repetition; Reading Strategies; Language Acquisition; Students with Disabilities; Elementary School Students; Children; Literacy; Mild Intellectual Disability; Grade 2; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Elektronisches Publizieren; Book; Buch; Monographie; Monografie; Wortschatzarbeit; Learning handicap; Lernbehinderung; Wiederholung; Reading strategy; Leselernstufe; Lesetechnik; Sprachaneignung; Spracherwerb; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Child; Kind; Kinder; Alphabetisierung; Schreib- und Lesefähigkeit; School year 02; 2. Schuljahr; Schuljahr 02; Unterrichtserfolg
Abstract	Despite young children's increasing access to electronic books (e-books) and the evidence indicating their effectiveness for promoting language and literacy, no study has yet explored the e-book's effect in this area among students with intellectual disability (ID). Motivated by this challenge, the current study sought to investigate the effect of an educational e-book on vocabulary acquisition among students with ID. The effect on vocabulary of five repeated readings of an e-book among students with ID was measured and compared with that of children with learning disability (LD). The findings indicate that whereas two independent rereadings with the e-book were enough to promote vocabulary acquisition among the students with LD, at least five rereadings were required to make a difference in the group with ID. Explanations and implications of the findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01