TY - JOUR
T1 - E-books for promoting vocabulary among students with intellectual disability as opposed to children with learning disability
T2 - Can repeated reading make a difference?
AU - Maor, Adina Shamir Rotem
N1 - Publisher Copyright:
© 2018 International Association for Cognitive Education and Psychology.
PY - 2018
Y1 - 2018
N2 - 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.
AB - 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.
KW - E-books
KW - Intellectual disability
KW - Learning disability
KW - Literacy
KW - Vocabulary
UR - http://www.scopus.com/inward/record.url?scp=85064439386&partnerID=8YFLogxK
U2 - 10.1891/1945-8959.17.2.164
DO - 10.1891/1945-8959.17.2.164
M3 - ???researchoutput.researchoutputtypes.contributiontojournal.article???
AN - SCOPUS:85064439386
SN - 1945-8959
VL - 17
SP - 164
EP - 177
JO - Journal of Cognitive Education and Psychology
JF - Journal of Cognitive Education and Psychology
IS - 2
ER -