The contribution of repeated e-book reading with and without word explanation support and its effect on receptive and expressive word learning among preschoolers was examined. Seventy-eight kindergartners were randomly divided into an experimental and a control group. The experimental group received two individual reading sessions of an e-book…

We researched the efficacy of an early literacy programme in enhancing immigrant children's phonological awareness (PA) and print knowledge, including transferring learning to numeracy. Participants were 294 Ethiopian-born immigrant children in Israel at kindergarten age and one of their parents. Parent-child dyads were randomly selected to…

Early shared book reading activities are considered to be a promising context for supporting young children's language development. Ninety low socioeconomic status preschoolers and their mothers were randomly assigned to one of three groups: (1) e-book reading; (2) printed book reading; (3) regular kindergarten literacy program (control). Mothers…

The effects of electronic book (e-book) and printed book reading on children's emergent reading with and without adult instruction were investigated. One hundred twenty-eight 5- to 6-year-old kindergarten children from low SES families were randomly assigned to one of four groups (32 children each): (1) independently reading the e-book (EB); (2)…

We examine the effect of direct and indirect teaching of vocabulary and word reading on pre-kindergarten and kindergarten children following use of an electronic storybook (e-book). The children in each age group were randomly assigned to an intervention group which read the e-book or to a control group which was afforded the regular school…

We investigated the effect of repeated readings of an electronic book (e-book) on pre-kindergarten and kindergarten children from low (n = 127) and middle (n = 120) SES groups. Children were randomly assigned to one of three options: reading an e-book in five sessions, reading an e-book in three sessions, or receiving the regular kindergarten…

The effect of reading an electronic storybook (e-book) on Israeli children's language and literacy was examined in kindergarten children (N = 40; age 5:2-6:3) compared to first graders (N = 50; age 6:3-7:4). The children in each age group were randomly assigned to two groups: an intervention group which read the e-book five times and a control…

Emergent literacy (EL) enhancement has been the goal of numerous educational programs for years, especially for children from low socioeconomic statuses (LSES) (Snow, 1994; Whitehurst, Zevebergen, Crone, Schultz, Velting, & Fischel, 1999). During the past decade, technology software, including electronic books (e-books), have become…

This preliminary study investigated the effects of a novel educational electronic book (e-book) developed by the authors to further kindergarteners' emergent literacy skills within a "paired-learning" versus "individual learning" context. Of the 72 children randomly chosen from three kindergartens in a low SES township in the country where the…