Abstract

Despite the young child’s increasing access to electronic books and the evidence indicating it’s effectiveness for promoting emergent literacy, research among young children at risk for learning disabilities is only just beginning. Motivated by this challenge, the study reported here compared the effect of an educational e-book on improvements in Phonological Awareness (PA) and Concept About Print (CAP) among 136 pre-school-aged children at risk for learning disabilities (ALD) and typically developing children (TD). The findings indicated improved performance by both experimental groups, but especially ALD children in the area of CAP. These results are explained by the effectiveness of the multimedia e-book especially for ALD. Implications are discussed.

Citation

Shamir, A. & Shlafer, I. (2011). E-books effectiveness in promoting phonological awareness and concept about print: A comparison between children at risk for learning disabilities and typically developing kindergarteners. Computers & Education, 57(3), 1989-1997. Elsevier Ltd. Retrieved March 21, 2023 from https://www.learntechlib.org/p/167314/.

Keywords

• Accessibility (for Disabled)
• At risk students
• Control Groups
• e-books
• early intervention
• Electronic Publishing
• Emergent Literacy
• evidence
• Experimental Groups
• Instructional Effectiveness
• Instructional Material Evaluation
• Kindergarteners at risk for learning disabilities
• learning disabilities
• Multimedia Materials
• Phonological Awareness
• Preschool Evaluation
• Printed Materials
• Student Improvement