Promoting Vocabulary, Phonological Awareness and Concept about Print among Children at Risk for Learning Disability: Can E-Books Help?

Autor/inn/en	Shamir, Adina; Korat, Ofra; Fellah, Renat
Titel	Promoting Vocabulary, Phonological Awareness and Concept about Print among Children at Risk for Learning Disability: Can E-Books Help?
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 25 (2012) 1, S.45-69 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-010-9247-x
Schlagwörter	Control Groups; Early Intervention; Learning Disabilities; Phonological Awareness; Preschool Children; Emergent Literacy; Developmental Delays; Vocabulary; At Risk Students; Books; Electronic Libraries; Electronic Publishing; Comparative Analysis; Adult Reading Programs; Printed Materials; Young Children; Reading Improvement + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühleseunterricht; Entwicklungsverzögerung; Wortschatz; Book; Buch; Monographie; Monografie; Digitale Bibliothek; Elektronische Bibliothek; Elektronisches Publizieren; Frühe Kindheit
Abstract	The purpose of the present study was to investigate the effect of activity with an educational electronic book (e-book), as compared with adult reading of the printed version of the same book, on the vocabulary, phonological awareness as well as concept about print of preschool children at risk for learning disabilities. The study involved the participation of 110 children aged 5-7. All participants were identified as having developmental delays placing them at risk for learning disabilities. The sample was randomly assigned to three groups: activity with the e-book, listening to the book's printed version read by an adult (reading-as-usual) and a control group. The findings indicated that the children exposed to the e-book displayed significantly higher emergent literacy improvement (vocabulary and phonological awareness) when compared with the children who participated in the other two groups. These findings and their implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10