This study examined the effects of maternal and children's resources on school readiness, literacy achievements, and reading motivation in children. The participants included children (N = 180) (124 girls; 56 boys) from 19 kindergartens, their mothers, and their kindergarten teachers. Mothers reported on their working hours, interaction quality,…

Due to the diglossic nature of the Arabic language, Arabic-speaking children enter their first year of school with immaturity in literary language and word representations in their mental lexicon. This study examined the effects of interactive story reading in kindergarten on future reading skills and whether this effect can be generalized to…

This article presents a critical review of the literature surrounding the potential impact of undiagnosed and untreated vision impairment on reading development in the early years of primary school. Despite pre-school screening programmes, it is still possible for children to enter school with undiagnosed, uncorrected vision impairments. This can…

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…