Electronic books versus adult readers: effects on children's emergent literacy as a function of social class.
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) g...
| Publicado en: | Journal of Computer Assisted Learning Vol. 23; no. 3; pp. 248 - 260 |
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| Autores principales: | , |
| Formato: | clinical trial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2007
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105269981&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105269981 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2007 vid: 23 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105269981 105269981 2010457791 10.1111/j.1365-2729.2006.00213.x 105269981 ppf: 248 ppct: 12 formats: tig: atl: Electronic books versus adult readers: effects on children's emergent literacy as a function of social class. aug: au: Korat O Shamir A affil: 58A, Hanasie St, Herzlia, 46399, Israel. Email: korato@mail.biu.ac.il sug: subj: Books Classification Computer-Assisted Instruction In Infancy and Childhood Literacy Education Reading Education Reading Methods Socioeconomic Factors Child Child, Preschool Clinical Trials Human Israel kappa Statistic Multivariate Analysis of Variance Outcomes of Education Post Hoc Analysis Pretest-Posttest Design Random Assignment Repeated Measures Schools, Nursery Software Univariate Statistics Vocabulary Education Child: 6-12 years Child, Preschool: 2-5 years ab: 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 group, children were randomly assigned to one of three subgroups. The two intervention groups included three book reading sessions each; children in one group individually read the electronic book; in the second group, the children were read the same printed book by an adult; children in the third group, which served as a control, received the regular kindergarten programme. Pre- and post-intervention emergent literacy measures included vocabulary, word recognition and phonological awareness. Compared with the control group, the children's vocabulary scores in both intervention groups improved following reading activity. Children from both interventions groups and both SES groups showed a similarly good level of story comprehension. In both SES groups, compared with the control group, children's phonological awareness and word recognition did not improve following both reading interventions. Implications for future research and for education are discussed. pubtype: Academic Journal doctype: clinical trial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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