Reading electronic and printed books with and without adult instruction: effects on emergent reading |
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Authors: | Ora Segal-Drori Ofra Korat Adina Shamir and Pnina S Klein |
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Institution: | (1) School of Education, Bar-Ilan University, 52900 Ramat-Gan, Israel |
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Abstract: | 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) reading the e-book with adult instruction
(EBI); (3) reading the printed book with adult instruction (PBI); and (4) receiving the regular kindergarten program (control).
The three intervention groups included four book-reading sessions each. Pre- and post-intervention emergent reading measures
included concept about print (CAP), word reading, and phonological awareness. The results showed that the EBI group achieved
greater progress in word reading and CAP than all other groups. The EBI group also achieved greater progress in phonological
awareness than the EB and the control groups. Implications for future research and for educators are discussed. |
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