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

Segal-Drori, Ora; Korat, Ofra; Shamir, Adina; Klein, Pnina S.

doi:10.1007/s11145-009-9182-x

Cited by 89 publications

(61 citation statements)

References 61 publications

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“…Korat and Shamir (2007) reported similar vocabulary development in the two media. The advantage of the E-book format regarding knowledge about print is noticed only when the E-book format has been pitched against a regular kindergarten program or when the E-book and the printed book were compared to a regular kindergarten program (Korat & Shamir, 2004;Segal-Drori et al, 2009). In this study, following intervention, the print condition benefitted more plot understanding, knowledge about print, and vocabulary scores compared with the electronic condition.…”

Section: Discussionmentioning

confidence: 57%

“…The studies revealed an advantage to the E-book over the printed book on phonological awareness (Korat & Shamir , 2004;Segal-Drori, Korat, Shamir, & Klein, 2009), vocabulary (Korat & Shamir, 2004;Segal-Drori et al, 2009), and knowledge about print (Korat & Shamir, 2004;Segal-Drori et al, 2009 ). In these studies there is slight advantage for reading an E-book with an adult over reading a printed book with mediation (Korat & Shamir, 2004Segal-Drori et al, 2009).…”

Section: Studies Comparing E-book Printed Book Reading and The Regumentioning

confidence: 91%

“…In these studies there is slight advantage for reading an E-book with an adult over reading a printed book with mediation (Korat & Shamir, 2004Segal-Drori et al, 2009). Also Korat and Shamir (2007) reported a similar contribution of the media and in understanding a story plot and no significant improvement in phonological awareness and word recognition following exposure to both media.…”

Section: Studies Comparing E-book Printed Book Reading and The Regumentioning

confidence: 98%

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Media Type Influences Preschooler’s Literacy Development: E-book versus Printed Book Reading

Kozminsky

Asher-Sadon²

2013

IJELL

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Traditionally, children's books are in a printed format and shared book reading is done with an adult. In recent years, interactive E-books have become a common medium for children's books and shared book reading is diminishing. This study compared the contribution of book format to the development of literacy in kindergarten children. We constructed an E-book, which included a story and related activities that support literacy development. The E-book was then converted to a printed format. Both formats had identical content, such as embedded graphics and literacy activities, but there were some variations due to media characteristics.Fifty kindergarten children (5 to 6.5 years) were pair assigned to E-book reading (experimental) or printed book reading (control) condition. These pairs were matched on gender and verbal intelligence (PPVT), and they all had some experience with computers. During the first two intervention sessions children were exposed to the story, and in the next three sessions they practiced literacy activities. The E-book group listened to the story and did the activities in a digital format. The printed book group heard the same story from the experimenter, and did the same literacy activities but these were administered by the experimenter. The experimenter was instructed to be passive and just respond to children requests. The participants were tested before the intervention, after they were exposed to the story, and after the literacy practice on a battery of literacy tests: plot understanding, knowledge about print, vocabulary knowledge, phonological awareness, and orthographic awareness. Their level of involvement in the various activities was evaluated at the end of each session.Prior to the intervention, there was no statistically significant difference between the E-book and printed groups on the literacy measures. Following the intervention, the performance of both groups improved on all of the literacy measures. However, performance of the printed book group improved significantly more than the E-book group on knowledge about concepts of print, understanding of the plot, and vocabulary knowledge. The duration of the intervention session was significantly longer for the E-book compared to the print condition and there was no difference among the groups in their level of inMaterial published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is permissible to abstract these works so long as credit is given. To copy in all other cases or to republish or to post on a server or to redistribute to lists requires specific permission and payment of a fee. Contact Publisher@InformingScience.org to request redistribution perm...

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Section: Discussionmentioning

confidence: 57%

Section: Studies Comparing E-book Printed Book Reading and The Regumentioning

confidence: 91%

Section: Studies Comparing E-book Printed Book Reading and The Regumentioning

confidence: 98%

See 1 more Smart Citation

Media Type Influences Preschooler’s Literacy Development: E-book versus Printed Book Reading

Kozminsky

Asher-Sadon²

2013

IJELL

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“…Scientific evaluations of these technologies have found that, although engaging, such devices do not effectively achieve educational goals when used alone (Korat and Shamir 2008). Instead, recent studies highlight the importance of joint parent-child reading, show- ing that learning gains are achieved by combining the use of digital media with adult interaction (Segal-Drori et al 2010). Interactive stories tend to distract readers with multimedia features without increasing the dialog between parents and children during reading, which results in lower learning rates (Parish-Morris et al 2013).…”

Section: Introductionmentioning

confidence: 99%

Fostering parent–child dialog through automated discussion suggestions

Boteanu

Chernova

Nunez

et al. 2016

User Model User-Adap Inter

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The development of early literacy skills has been critically linked to a child's later academic success. In particular, repeated studies have shown that reading aloud to children and providing opportunities for them to discuss the stories that they hear is of utmost importance to later academic success. CloudPrimer is a tablet-based interactive reading primer that aims to foster early literacy skills by supporting parents in shared reading with their children through user-targeted discussion topic suggestions. The tablet application records discussions between parents and children as they read a story and, in combination with a common sense knowledge base, leverages this information to produce suggestions. Because of the unique challenges presented by our application, the suggestion generation method relies on a novel topic modeling method that is based on semantic graph topology. We conducted a user study in which we compared how delivering suggestions generated by our approach compares to expert-crafted suggestions. Our results show that our system can successfully improve engagement and parent-child reading practices in the absence of a literacy expert's tutoring.

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“…However, as they introduce communications technology in their teaching, in their internship practice, and in their first year as novice teachers, studentteachers already encounter many difficulties such as: a gap between theory and the reality in the field that influences and creates different pressures such as: time pressure, disciplinary problems etc. (Segal-Drori et al, 2009). Therefore, the relevant knowledge that needs to be taken into account when training teachers is content-pedagogic-technological knowledge (Mishra & Koehler, 2006).…”

Section: Introductionmentioning

confidence: 99%

Educating for the Future: A Structured Course to Train Teachers for the 21st Century

Weissblueth¹,

Nissim²,

Amar³

2014

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The current study relates to the construction of a course entitled "Educating for the Future" (EFTF) to equip student-teachers with high order thinking skills. The course included several stages, programs, mini projects and learning environments adapted for a "technology-assisted pedagogy" based on Intel methodology. Student-teachers learned to combine new teaching methods with information technologies while stimulating interest, thinking and creativity in their students. 454 student-teachers completed the course. Evaluation after one year showed a necessity to switch to using also other pedagogical methodologies. Second year evaluation showed that students demonstrated required behaviors and skills during their "student teaching" experience and that they change their attitudes towards adopting 21st century skills.

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

Cited by 89 publications

References 61 publications

Media Type Influences Preschooler’s Literacy Development: E-book versus Printed Book Reading

Media Type Influences Preschooler’s Literacy Development: E-book versus Printed Book Reading

Fostering parent–child dialog through automated discussion suggestions

Educating for the Future: A Structured Course to Train Teachers for the 21st Century

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