E-Books for Supporting the Emergent Literacy and Emergent Math of Children at Risk for Learning Disabilities: Can Metacognitive Guidance Make a Difference?

Autor/inn/en	Shamir, Adina; Lifshitz, Irit
Titel	E-Books for Supporting the Emergent Literacy and Emergent Math of Children at Risk for Learning Disabilities: Can Metacognitive Guidance Make a Difference?
Quelle	In: European Journal of Special Needs Education, 28 (2013) 1, S.33-48 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2012.742746
Schlagwörter	Metacognition; Learning Disabilities; Electronic Publishing; Emergent Literacy; Numeracy; At Risk Students; Control Groups; Experimental Groups; Intervention; Kindergarten; Books; Rhyme; Verbal Ability; Nonverbal Ability; Instructional Effectiveness; Foreign Countries; Israel; Illinois Test of Psycholinguistic Abilities; Test of Nonverbal Intelligence + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning handicap; Lernbehinderung; Elektronisches Publizieren; Frühleseunterricht; Rechenkompetenz; Book; Buch; Monographie; Monografie; Reim; Mündliche Leistung; Unterrichtserfolg; Ausland
Abstract	The purpose of the study reported here was to examine the effect of activity with an educational electronic book (e-book), with/without metacognitive guidance, on the emergent literacy (rhyming) and emergent math (essence of addition, ordinal numbers) of kindergartners at risk for learning disability (LD). Seventy-seven children ("M"?=?5.88, SD?=? 0.67) participated in the study. The children's cognitive level (verbal and non-verbal), emergent literacy (rhyming) and emergent math (essence of addition and ordinal numbers) were examined pre- and post-intervention. The findings indicate a significant improvement in these variables among the two groups of subjects who worked with the e-book when compared to the control group. The experimental group that received metacognitive guidance as part of their e-book experience exhibited the greatest improvement in rhyming. The findings are discussed in light of the still meager research on the effectiveness of e-books for promoting learning of children at risk for LD. (Contains 3 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10