E-books as a support for young children's language and literacy: the case of Hebrew-speaking children

Korat, Ofra; Shamir, Adina; Segal-Drori, Ora

doi:10.1080/03004430.2013.833195

Cited by 18 publications

(8 citation statements)

References 56 publications

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“…Children were asked to retell the three stories using the static illustrations of the stories. The task resembles the common practice of independently “reading” a familiar storybook at home or at school (Korat, Shamir, & Segal-Drori, 2014; Sulzby, 1985; Takacs & Bus, 2016). The experimenter would first prompt the children with the more generic question of “What happened in this picture/scene?” and followed up with more pointed prompts like “How does the character feel?” or “What are the characters doing?” if the children required more assistance.…”

Section: Methodsmentioning

confidence: 99%

Motion and Sound in Animated Storybooks for Preschoolers’ Visual Attention and Mandarin Language Learning: An Eye-Tracking Study With Bilingual Children

2019

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This study examined the role of the “animated eBook advantage” in child bilingual’s Mandarin learning, which has tended to be examined in the acquisition of Germanic languages. With this aim, 102 4- to 5-year-old preschoolers in Singapore were assigned to one of four conditions: (a) animated eBooks (+sound+motion), (b) static eBooks with sound, (c) static eBooks only, and (d) a control condition where children played a math game on an iPad. Three stories were displayed to children each for four times over 2 weeks, while visual attention was traced with an eye tracker. Children’s target words and story comprehension were assessed for the effects of the intervention conditions. The results revealed that children in the animated condition outperform their counterparts in total fixation duration, target word production, and storytelling of one of the stories (Cycling With Grandpa). There were no consistent differences between the two static conditions. Our results indicate the importance of motion in animated eBook design, in line with previous findings.

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Section: Methodsmentioning

confidence: 99%

Motion and Sound in Animated Storybooks for Preschoolers’ Visual Attention and Mandarin Language Learning: An Eye-Tracking Study With Bilingual Children

2019

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“…Assessment is done twice, the first time the end of the year in kindergarten and one year later when the students in the first grade of primary school. After linear regression analysis showed that the literacy variable is significant narrative structure of the story, while the other variables such as phonology, writing conceptual knowledge such as coherence and cohesion are less significant (Pinto, Tarchi, & Bigozzi, 2016), Shamir et al study on younger children in Hebrew, indicating that the progress of literacy (reading the word and write the word) can be improved by reading e-books, while naming the letters cannot be improved (Korat, Shamir, & Segal-Drori, 2014),…”

Section: Students' Responses To the Implementation Of The Textbook LImentioning

confidence: 99%

The Effectiveness of Local Wisdom Based on Textbook to Improve Students' Writing Literacy

Sujinah¹,

Mu’ammar²,

Affandy³

et al. 2019

ujer

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Writing skills are quite complex problems in Indonesia and even the world. Writing is closely related to reading, because to be a good writer, they should have a good capability in reading. Meanwhile, the problems faced by Indonesian people at this time are low in reading interest and motivation also the availability of adequate textbooks. The instruction of writing practice is delivered orally by teachers and certainly the result is not optimum. The purpose of this study is to describe the effectiveness of literacy textbooks. The effectiveness of literacy text books is seen from two aspects, namely students' learning outcomes in the form of product (textbook) of children stories are based on the "local wisdom" and students' responses to the application of textbooks in the learning process. From the results of data analysis, it can be concluded that the ability of students in understanding the literacy textbooks is quite good. These results are obtained from the products produced by the students in the form of short story scripts. The findings of this study showed that the ability to use the Indonesian spelling was still low and need to be improved, because the fact that reported speech produced by students are not in line with the rules. In addition, the story line in the children texts is still flat. Whereas, the students' responses on the effectiveness of text books are in the "good" category. The students are very interested in using of 'literacy' textbooks to write children's story scripts based on the "local wisdom and cultivation of character" because they have the opportunity to produce a children's story script. They even asked for the additional time and suggested that the teaching of Indonesian spelling material to be inserted in the chapter of the 'literacy' textbooks.

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“…To date, the majority of research examining the effects of digital devices on language development has focused on e-books, and has yielded mixed findings. Some studies suggested that, just like traditional books, e-books can serve as educational tools to support language growth, and they are especially beneficial for low-SES children (Korat & Shamir 2008, Korat et al 2014). In contrast, other studies showed that the presence of electronic features might distract children's attention and hinder their learning during book-reading interactions (Parish-Morris et al 2013).…”

Section: Interventions Targeting Learning Resourcesmentioning

confidence: 99%

Identifying Pathways Between Socioeconomic Status and Language Development

Pace

Luo

Hirsh‐Pasek

et al. 2017

Annu. Rev. Linguist.

287

169

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Children from low-income backgrounds consistently perform below their more advantaged peers on standardized measures of language ability, setting long-term trajectories that translate into gaps in academic achievement. Our primary goals in this review are to describe how and why this is so, in order to focus attention on ways to enrich early language experiences across socioeconomic strata. We first review the literature on the relation between socioeconomic status (SES) and language ability across domains in early childhood. We then identify three potential pathways by which SES might influence language development-child characteristics, parent-child interaction, and availability of learning resources-recognizing the complicated interaction between the child's own language learning skill and his/her environmental support. Finally, we review interventions that target these three pathways with an eye toward best practice. Future research should focus on the diversity of contexts in which children acquire language and adopt methods of language measurement that are sensitive to cultural variation.

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E-books as a support for young children's language and literacy: the case of Hebrew-speaking children

Cited by 18 publications

References 56 publications

Motion and Sound in Animated Storybooks for Preschoolers’ Visual Attention and Mandarin Language Learning: An Eye-Tracking Study With Bilingual Children

Motion and Sound in Animated Storybooks for Preschoolers’ Visual Attention and Mandarin Language Learning: An Eye-Tracking Study With Bilingual Children

The Effectiveness of Local Wisdom Based on Textbook to Improve Students' Writing Literacy

Identifying Pathways Between Socioeconomic Status and Language Development

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