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Direct and Indirect Teaching: Using E-Books for Supporting Vocabulary, Word Reading, and Story Comprehension for Young Children
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Korat, Ofra; Shamir, Adina – Journal of Educational Computing Research, 2012
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…
Descriptors: Foreign Countries, Age Differences, Kindergarten, Reading Instruction
Reading Electronic Books as a Support for Vocabulary, Story Comprehension and Word Reading in Kindergarten and First Grade
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Korat, Ofra – Computers & Education, 2010
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…
Descriptors: Control Groups, Reading Comprehension, Kindergarten, Grade 1
The Effects of CD-ROM Storybook Reading on Low SES Kindergarteners' Emergent Literacy as a Function of Learning Context
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Shamir, Adina; Korat, Ofra; Barbi, Nili – Computers & Education, 2008
We investigated the effects of a highly rated commercial electronic book (e-book) for young children on kindergarteners' emergent literacy skills within the context of paired peer versus individual use of the e-book. The sample of 110 kindergarteners had a mean age of 5.64 years and approximately equal numbers of boys and girls, randomly chosen…
Descriptors: Experimental Groups, Control Groups, Intervention, Learning Disabilities
Developing an Educational E-Book for Fostering Kindergarten Children's Emergent Literacy
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Shamir, Adina; Korat, Ofra – Computers in the Schools, 2007
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…
Descriptors: Intervention, Semantics, Phonological Awareness, Word Recognition
Maternal Mediation in Book Reading, Home Literacy Environment, and Children's Emergent Literacy: A Comparison between Two Social Groups
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Korat, Ofra; Klein, Pnina; Segal-Drori, Ora – Reading and Writing: An Interdisciplinary Journal, 2007
The researchers addressed two questions: (1) Does maternal reading mediation and family home literacy environment (HLE) relate to children's emergent literacy (EL) level? and (2) Do the relationships among these variables differ as a function of socioeconomic strata (SES) level. A total of 94 5-6-year-old children, 47 from low SES (LSES) and 47…
Descriptors: Reading Research, Mothers, Emergent Literacy, Reading Strategies
Electronic Books versus Adult Readers: Effects on Children's Emergent Literacy as a Function of Social Class
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Korat, Ofra; Shamir, A. – Journal of Computer Assisted Learning, 2007
We compared the effects of children's reading of an educational electronic storybook on their emergent literacy with those of being read the same story in its printed version by an adult. We investigated 128 5- to 6-year-old kindergarteners; 64 children from each of two socio-economic status (SES) groups: low (LSES) and middle (MSES). In each…
Descriptors: Reading Skills, Intervention, Emergent Literacy, Electronic Publishing