Promoting vocabulary, phonological awareness and concept about print among children at risk for learning disability: can e-books help?

Promoting vocabulary, phonological awareness and concept about print among children at risk for... The purpose of the present study was to investigate the effect of activity with an educational electronic book (e-book), as compared with adult reading of the printed version of the same book, on the vocabulary, phonological awareness as well as concept about print of preschool children at risk for learning disabilities. The study involved the participation of 110 children aged 5–7. All participants were identified as having developmental delays placing them at risk for learning disabilities. The sample was randomly assigned to three groups: activity with the e-book, listening to the book’s printed version read by an adult (reading-as-usual) and a control group. The findings indicated that the children exposed to the e-book displayed significantly higher emergent literacy improvement (vocabulary and phonological awareness) when compared with the children who participated in the other two groups. These findings and their implications are discussed. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

Promoting vocabulary, phonological awareness and concept about print among children at risk for learning disability: can e-books help?

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Publisher
Springer Netherlands
Copyright
Copyright © 2010 by Springer Science+Business Media B.V.
Subject
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology; Literacy
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1007/s11145-010-9247-x
Publisher site
See Article on Publisher Site

Abstract

The purpose of the present study was to investigate the effect of activity with an educational electronic book (e-book), as compared with adult reading of the printed version of the same book, on the vocabulary, phonological awareness as well as concept about print of preschool children at risk for learning disabilities. The study involved the participation of 110 children aged 5–7. All participants were identified as having developmental delays placing them at risk for learning disabilities. The sample was randomly assigned to three groups: activity with the e-book, listening to the book’s printed version read by an adult (reading-as-usual) and a control group. The findings indicated that the children exposed to the e-book displayed significantly higher emergent literacy improvement (vocabulary and phonological awareness) when compared with the children who participated in the other two groups. These findings and their implications are discussed.

Journal

Reading and WritingSpringer Journals

Published: Jun 30, 2010

References

  • Limitations in working memory: Implications for language development
    Adams, A; Gathercole, SE

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