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- Title
Expanding the Boundaries of Kindergartners' E-book Reading: Metacognitive Guidance for E-book Support Among Young Children at Risk for Learning Disabilities.
- Authors
Shamir, Adina
- Abstract
The increasing range and number of electronic books (e-books) available in the children's book market has motivated educators and researchers to investigate how well these platforms can contribute to advancing emergent literacy. Such research has nonetheless been conducted on a much smaller scale in the area of self-regulated learning (SRL) with e-books targeted at young children at risk for learning disabilities. The article discusses recent research conducted with kindergartners 4.5 to 7.0 years old. In the research reported, the 78 participants were randomly divided into three groups of equal size: experimental (educational e-book with metacognitive guidance), experimental (educational e-book without metacognitive guidance), and control (the regular kindergarten program). The findings indicated that the metacognitive guidance embedded in the educational e-book supported phonological awareness (rhyming) but not vocabulary acquisition.
- Subjects
EMERGENT literacy; ELECTRONIC books; CHILDREN with learning disabilities; LEARNING disabilities; KINDERGARTEN children; READING interests of children; AUTODIDACTICISM; DISABILITIES
- Publication
Teachers College Record, 2017, Vol 119, Issue 13, p77
- ISSN
0161-4681
- Publication type
Article
- DOI
10.1177/016146811711901315