How to Select CD-ROM Storybooks for Young Children: The Teacher's Role

Shamir, Adina; Korat, Ofra

doi:10.1598/rt.59.6.3

Cited by 63 publications

(42 citation statements)

References 25 publications

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“…This experience is more powerful when the reading activity is an authentic experience compared to the more traditional drill approach (Labbo and Reinking 1999). How well e-books can do this depends on their quality and on how well they are designed to specifically meet children's developmental needs (Haugland and Wright 1997;Shamir and Korat 2006). In this study we show that children as young as 4 years old benefit from this type of software.…”

Section: Discussionmentioning

confidence: 63%

“…In another study, fourth graders who read an interactive e-book recalled the story's events structure better than those who were engaged in the e-book's play version (Truschell et al 2003). Based on two recent content analysis studies of e-books for young children, one carried out in Holland with Dutch e-storybooks (De Jong and Bus 2003) and the other in Israel with Hebrew e-books (Korat and Shamir 2004), it might be suggested that most of the software currently available for children aged 3-8 is not very satisfactory as a tool for supporting literacy (for a more detailed description see Shamir 2004 andKorat 2006).…”

Section: Electronic Booksmentioning

confidence: 99%

“…It was designed by the authors to capture the educational principles that found especially beneficial for developing literacy, while avoiding the drawbacks identified in standard e-books (De Jong and Bus 2003;Korat and Shamir 2004;and Shamir and Korat 2006). The story's protagonist is Yuval, a young boy who tends to be confused and forgetful until his grandmother makes a special hat for him to help him remember.…”

Section: The Educational Electronic Bookmentioning

confidence: 99%

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The effects of CD-ROM storybook reading on Israeli children’s early literacy as a function of age group and repeated reading

Korat

2008

Educ Inf Technol

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The effects of reading a CD-ROM storybook on children's early literacy were examined as a function of their age group and the number of times they used the software. The investigation was carried out on 214 children: 108 pre-kindergarten children (aged 4:2 to 5:3) and 106 kindergarten children (aged 5:3-6:4). This population included 107 girls and 107 boys. The children in each group were randomly assigned to one of three groups. The first intervention group was afforded three CD-ROM storybook reading sessions. The second group was afforded five reading sessions and the third group served as a control and was afforded the regular kindergarten program. Pre-and post-intervention early literacy measures included vocabulary, word recognition and phonological awareness. No age group differences were found between the children's early literacy progress after using the software and no interaction was found between age group and the number of reading sessions. Children from both age groups exhibited a similar level of story comprehension. Children who used the software five times exhibited greater progress in word meaning than those who used it three times and children in both of these groups did better than the control group. Children who used the software five times exhibited greater progress in word reading and phonological awareness than children in the control group. Implications for future research and education are discussed.

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Section: Discussionmentioning

confidence: 63%

Section: Electronic Booksmentioning

confidence: 99%

Section: The Educational Electronic Bookmentioning

confidence: 99%

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The effects of CD-ROM storybook reading on Israeli children’s early literacy as a function of age group and repeated reading

Korat

2008

Educ Inf Technol

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“…(1995). They were designed by the authors to capture general educational principles and those found especially beneficial for developing literacy, while avoiding the drawbacks identified in standard e-books (de Jong & Bus, 2003;Korat & Shamir, 2004;Shamir & Korat, 2006). The story's protagonist in Confused Yuval is Yuval, a young boy who tends to be confused and forgetful until his grandmother makes a special hat for him to help him remember.…”

Section: Participantsmentioning

confidence: 99%

Reading electronic and printed books with and without adult instruction: effects on emergent reading

et al. 2009

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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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“…The e-books were electronic versions of Yuval Hamebulbal (Confused Yuval) by Miriam Rot (2000) and Hatractor Beargaz Hachol (The Tractor in the Sandbox) by Meir Shalev (1995). They were designed by the authors to capture general educational principles found especially beneficial for developing literacy, while avoiding the drawbacks identified in standard e-books (de Jong and Bus 2003; Korat and Shamir 2004;Shamir and Korat 2006). The story's protagonist in Confused Yuval is Yuval, a young boy who tends to be confused and forgetful until his grandmother makes a special hat for him to help him remember.…”

Section: The Educational Electronic Booksmentioning

confidence: 99%

E-books as support for emergent writing with and without adult assistance

2010

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The question posed in the current study is whether software alone is a sufficient tool for supporting young children's emergent writing. We researched the effect of reading an electronic book (e-book) on kindergarten children's emergent word writing with and without adult support. Ninety-six 5 to 6 years old children from low socioeconomic status (SES) families were randomly assigned to one of three groups (32 children each): (1) independently reading the e-book; (2) reading the e-book with adult support; (3) receiving the regular kindergarten program (control). Each intervention group received four e-book reading sessions. The children's emergent literacy was assessed before and after the intervention and included letter-name recognition, phonological awareness and emergent word writing. Reading the e-book with adult assistance supported the children's phonological awareness and emergent word writing more significantly than reading the e-book without support and more than the control group. Reading the e-book without adult support did not differ from the control group. Furthermore, the children's initial emergent literacy level and reading the ebook with adult assistance contributed the most to the children's emergent word writing. Educational implications are discussed.Reading and writing are major cultural tools that promote cognitive performance, learning process and scholastic achievement. It is well known that children before school age present developmental knowledge on the written system (Teale and Sulzby 1986). They demonstrate this knowledge by making efforts to read and understand the print in their environment and through their own writing in daily activities initiated by them or when encouraged by others (

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How to Select CD-ROM Storybooks for Young Children: The Teacher's Role

Cited by 63 publications

References 25 publications

The effects of CD-ROM storybook reading on Israeli children’s early literacy as a function of age group and repeated reading

The effects of CD-ROM storybook reading on Israeli children’s early literacy as a function of age group and repeated reading

Reading electronic and printed books with and without adult instruction: effects on emergent reading

E-books as support for emergent writing with and without adult assistance

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