E-books for promoting vocabulary among students with intellectual disability as opposed to children with learning disability: Can repeated reading make a difference?

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Abstract

Despite young children’s increasing access to electronic books (e-books) and the evidence indicating their effectiveness for promoting language and literacy, no study has yet explored the e-book’s effect in this area among students with intellectual disability (ID). Motivated by this challenge, the current study sought to investigate the effect of an educational e-book on vocabulary acquisition among students with ID. The effect on vocabulary of five repeated readings of an e-book among students with ID was measured and compared with that of children with learning disability (LD). The findings indicate that whereas two independent rereadings with the e-book were enough to promote vocabulary acquisition among the students with LD, at least five rereadings were required to make a difference in the group with ID. Explanations and implications of the findings are discussed.

Original languageEnglish
Pages (from-to)164-177
Number of pages14
JournalJournal of Cognitive Education and Psychology
Volume17
Issue number2
DOIs
StatePublished - 2018

Bibliographical note

Publisher Copyright:
© 2018 International Association for Cognitive Education and Psychology.

Keywords

  • E-books
  • Intellectual disability
  • Learning disability
  • Literacy
  • Vocabulary

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