Abstract
The purpose of the current chapter is threefold. First, to describe the rationale underlying the use of e-books in literacy development among children at risk for Learning Disabilities (ALD). Several studies demonstrating the e-book's potential for promoting literacy among this population are also reviewed. The second and third parts of the chapter refer to two recent studies indicating that educational e-books designed specifically for young ALD children can enhance their Vocabulary and Story comprehension. The first study focuses on activity with two modes of educational e-books (with and without embedded metacognitive guidance) in the area of Story comprehension. The second investigates the effect of an intervention program, based on the metacognitive approach, aimed at promoting self-regulated leaning with e-books on Vocabulary and Story comprehension. In the concluding part of the chapter, we discuss the implications of current evidence regarding the e-book's use for creating inclusive learning environments.
| Original language | English |
|---|---|
| Title of host publication | Reading in the Digital Age: Young Children's Experiences with E-books: International Studies with E-books in Diverse Contexts |
| Editors | Ji Eun Kim, Brenna Hassinger-Das |
| Place of Publication | Cham |
| Publisher | Springer International Publishing |
| Pages | 237-257 |
| Number of pages | 21 |
| ISBN (Print) | 978-3-030-20077-0 |
| DOIs | |
| State | Published - 24 Jul 2019 |