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| Autor/inn/en | Korat, Ofra; Atishkin, Shifra; Segal-Drori, Ora |
|---|---|
| Titel | Vocabulary Enrichment Using an E-Book with and without Kindergarten Teacher's Support among LSES Children |
| Quelle | In: Early Child Development and Care, 192 (2022) 9, S.1384-1401 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0300-4430 |
| DOI | 10.1080/03004430.2021.1885391 |
| Schlagwörter | Vocabulary Development; Electronic Publishing; Kindergarten; Childrens Literature; Dictionaries; Teaching Methods; Low Income Groups; Teacher Role; Hebrew; Foreign Countries; Program Effectiveness; Intervention; Receptive Language; Expressive Language; Israel |
| Abstract | We examined an intervention in kindergarten using an e-book for vocabulary enrichment. In programme (a), the children read the e-book with a dictionary and the teacher's support. In programme (b), the children read the e-book with the dictionary independently. In programme (c), the children read the e-book without a dictionary (control). The participants included 103 children (aged 5-6) from LSES families. They read the e-book in the kindergarten class six times. The children were tested pre, post 1 and post 2, on story focal words at the receptive, explanation and production level. Children who read the e-book with the dictionary and the teacher's support learned more words than those, who read the e-book with the dictionary independently, and more than the control. Achievements were maintained after one month. Children with an initial low level progressed more than those with a high level. The findings and their implications are discussed. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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