E-book reading in kindergarten and story comprehension support

Ofra Korat, Merav Tourgeman, Ora Segal-Drori

Research output: Contribution to journalArticlepeer-review

14 Scopus citations

Abstract

We examined intervention programs using an e-book with expansions for promoting story comprehension developed for this study. In program (a), teachers received coaching on how to support the children while activating the e-book with expansions aimed at supporting the story content; in program (b), the children worked independently with the e-book with expansions; in program (c), the children worked with the e-book without expansions (control). In all three programs, the children read the e-book in the kindergarten six times over the course of three weeks. The participants included 160 kindergarteners (aged 5–6) from LSES neighborhoods. A clear advantage was found for children whose teachers received coaching on e-book reading, followed by children’s independent reading of the e-book with expansions. The control group showed the least progress. Children with a low initial level in story comprehension demonstrated the biggest progress. The findings and their implications are discussed.

Original languageEnglish
Pages (from-to)155-175
Number of pages21
JournalReading and Writing
Volume35
Issue number1
Early online date18 Jun 2021
DOIs
StatePublished - Jan 2022

Bibliographical note

Publisher Copyright:
© 2021, The Author(s), under exclusive licence to Springer Nature B.V.

Keywords

  • E-book reading
  • Kindergarten children
  • Kindergarten teachers
  • Mediation
  • Story comprehension

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