1. Reading electronic books as a support for vocabulary, story comprehension andword reading in kindergarten and first grade Presentor: Chia-Hsiu Eunice Lai Instructor: Dr. Pi-Ying Teresa Hsu Date: April 27, 2011 1

2. Citation Korat, O. (2010). Reading electronic books as a support for vocabulary, story comprehension and word reading in kindergarten and first grade. Computer & Education, 55, 24-31. 2

3. Contents I Introduction II Literature Review III Methodology Results IV V Conclusions Reflection VI 3

4. Children of today who live in a highly technological era may be exposed to books not only through an adult’s reading, but also by independently activating electronic storybooks (e-books) which are available on the internet or on CD-ROMs. 4 Introduction

5. 5 Introduction

6. In Israel, 42% of middle socioeconomic status mothers reported that their pre-school children have e-book software at home. (Or, 2009) 6 Introduction

7. There is an enormous difference in the vocabulary volume between young children, and that this affects their future literacy and academic progress. (Chall, Jacobs, & Baldwin, 1990; Hart & Risley, 1995; Snow, Burns, & Griffin, 1998) 7 Literature Review

8. Literature Review Kindergarten children who worked independently with this software showed that a short period of activating this software significantly improved their word meaning knowledge. (Korat, 2009; Korat & Shamir, 2007; Korat & Shamir, 2008) 8

9. Purpose of this study To investigate the extent to which a considerate e-book can support kindergarten children’s language (vocabulary and story comprehension) and word reading compared to first graders 9

10. 10 Research questions 1. Do the educational e-book can support young children’s vocabulary, story comprehension and early word reading? 2. Do this support differ for kindergarten children compared to first graders?

11. 11 Methodology

12. 12 5 e-book reading sessions Kindergarten first grade Working and playing with the computer 20-25min/1 session reading writing words short texts storybooks storybooks educational games

13. 13 Measures

14. 14

15. 15 Measures

16. 16 4 = correct reading of the word 3 = two correct sound or letters of the word 2 = one correct sound or letter of the word 1 = reading another word or saying ‘‘I don’t know” total scores 1–36

17. 17 Measures

18. 18 Questions: 1. When Yuval gets up in the morning he stretches his arms, collects his clothes and gets dressed. 2. All the things that happened to Yuval were caused because he is not well organized. Each correct answer received a score of 1.

19. 19 Measures

20. 20 2 = very similar to the story content 1 = only partially similar to the page content 0 = not similar to the story content at all

21. 21 Analytical tool

22. 22 Results The kindergarten children mak great progress with the e-book compared to the others.

23. 23 Results The improvement in word reading was greater in the kindergarten group than in the first grade group.

24. 24 Results Words read from the book Idioms said from the book Story similarity to the original story T-test results show that first graders significantly outperformed kindergarten children in the three measures.

25. 25 Results The children from both age groups would benefit from the activity with the e-book compared to the control group. The kindergarten children exhibited more significant progress in word reading than the first graders.

26. 26 Results First graders presented significantly higher results in the more demanding task of story production.

27. 27 Conclusion Independent e-book reading by children can be an enjoyable and fruitful activity. Kindergarten children as well as first graders benefit from this type of software even after a short intervention of five readings.

28. 28 Reflection The research is helpful for teaching in early education.

29. 29 Reflection The researcher did not mention how long the procedure took. The measure tool of the study used e-book system, but the control group did not familiar with the system.

30. Thank you for listening!