Citation• Korat, O. (2010). Reading electronic books as asupport for vocabulary, story comprehension andword reading in kindergarten and first grade.Computers & Education, 55, 24-31.3
• Reading a storybook to young children isregarded as an important activity that supportsliteracy development.(Bus, Ijzendoorn, & Pellegrini, 1995)Introduction4
Introduction• Children of today who live in a highlytechnological era may be exposed to activateelectronic storybooks (e-books) which areavailable on the Internet or on CD-ROMs.(Korat, 2010)5
• The study investigated the extent to which aconsiderate e-book can support kindergartenchildren’s language (vocabulary and storycomprehension) and word reading compared tofirst graders.Purpose6
E-books as a support for oral language• VocabularyChildren’s rich vocabulary is considered to beone of the important vehicles for readingcomprehension.(Beck & Mckeown, 1999)Literature Review7
E-books as a support for oral language• Story comprehensionCD-ROM storybooks contain hotspots whichare integrated into the content of the story werefound to foster children’s understanding of thestory-line.(Korat, 2010)Literature Review8
9Literature Review E-books as a support for word reading• The e-book we developed was designed byraking into consideration that word levelexposure by highlighting will support a betterword reading ability of young children.(Korat, 2010)
• 1. Can our educational e-book can supportyoung children’s vocabulary, storycomprehension and early word reading?• 2. Does this support differs for kindergartenchildren compared to first graders?Research Questions10
1. Children from both age groups would benefitfrom the activity with the e-book compared tothe control group.2. Children from the older group would exhibitgreater progress in vocabulary learning andword reading than those in the younger group.3. That first graders would exhibit higher storycomprehension, especially in the storyproduction task.Hypotheses11
• Main functions of the e-book1. Read story only2. Read story with dictionary3. Read story and playMethodology14
• “Yuval, get up, its time, get dressed quicklyand go to kindergarten!”Yuval yawns, he is still tired,He collects his clothes very slowlyStraightens …Stretches ….Stretches an arm and a legResearch Tools15
The children were asked to choose the picturethat best illustrates the word’s meaning out of aset of four pictures.The total score for this task ranged from 0 to10.Research Tools16Vocabulary
to read nine words, each of which appears withhigh frequency in the e-book4 = correct reading of the word3 = saying two correct sound of the word2 = saying one correct sound of the word1 = reading another word or saying “ I don’t know”Research Tools17Word reading
asked eight right/wrong questions pertaining tothe bookWhen Yuval gets up in the morning hestretches his arms, collects his clothes and getsdressed.Each correct answer received a score of 1.Research Tools18Story comprehension
read the printed version of the e-bookwas audio-taped2 = very similar to the story content1 = only partially similar to the page content0 = not similar to the story content at allResearch Tools19Story production
Results• 2-way MANOVA of 2 (age group) X2 (intervention group)201.Children from both age groups would benefit from theactivity with the e-book compared to the control group.
• Means of children’s improvement in literacy score by age and treatment groupResults21M SD PKindergarten 3.95 1.12.002First grade 1.12 2.47The improvement in word reading was greater in the kindergartengroup than in the first grade group.2. Children from the older group would exhibit greaterprogress in vocabulary learning and word reading thanthose in the younger group.
• Means of children’s literacy in story production by age and treatment groupResults223. That first graders would exhibit higher storycomprehension, especially in the story productiontask.
• The e-book reading by children can be anenjoyable and fruitful activity.• The kindergarten children as well as firstgraders benefit from this type of e-book.Conclusion23