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020 _a9783030200770
024 7 _a10.1007/978-3-030-20077-0
_2doi
040 _cМУБИС
050 4 _aLC8-6691
072 7 _aCJ
_2bicssc
072 7 _aEDU018000
_2bisacsh
072 7 _aCJ
_2thema
082 0 4 _a407.1
_223
245 1 0 _aReading in the Digital Age: Young Children’s Experiences with E-books
_h[electronic resource] :
_bInternational Studies with E-books in Diverse Contexts /
_cedited by Ji Eun Kim, Brenna Hassinger-Das.
250 _a1st ed. 2019.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2019.
300 _aIX, 296 p. 23 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aLiteracy Studies, Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education,
_x2214-000X ;
_v18
505 0 _aIntroduction; Ji Eun Kim and Brenna Hassinger-Das -- Part I: E-book Features and Literacy Development -- The Four Pillars of Learning: E-books Past, Present, and Future; Brenna Hassinger-Das, Rebecca Dore and Jennifer M. Zosh -- From Print to Digital: The Medium is Only Part of the Message; Mary L. Courage -- The Promise of Multimedia Enhancement in Children’s Storybooks; Adriana G. Bus, Burcu Sarı and Zsofia K. Takacs -- E-Book Design and Young Children’s Behaviour: The Case of Alphabet Books; Mary Ann Evans -- Part II: E-books and Literacy Practices at Home -- Parent Preferences: E-books versus Print Books; Roxanne A. Etta -- Technology Support for Adults and Children Reading Together; Glenda L. Revelle, Gabrielle A. Strouse, Georgene L. Troseth, Susan Rvachew and Dahlia Thompson Forrester -- Part III: E-books and Literacy in Practices in Schools -- Digital Reading Programs: Definitions, Analytic Tools and Practice Examples; Jeremy Brueck, Lisa A. Lenhart and Kathleen A. Roskos -- The Power of a Story: Reading Live and Electronic Storybooks to Young Children; Kevin M. Wong and Susan B. Neuman -- The Effects of Digital Literacy Support Tools on First Grade Students’ Comprehension of Informational Ebooks; Heather Herman and Katia Ciampa -- Designing Dialogs Around Picture Book-apps; Elise Seip Tønnessen and Trude Hoel -- Practical Strategies for E-book Use in Early Childhood Classrooms (K-5); Amelia K. Moody and Jeanne Swafford -- Part IV: E-books and Special Populations -- Metacognitive Intervention with E-books to Promote Vocabulary and Story Comprehension among Children at Risk for Learning Disabilities; Adina Shamir and Gila Dushnitzky -- A Meta-Analysis of Multimedia Applications: How Effective Are Interventions with E-books, Computer-Assisted Instruction and TV/Video on Literacy Learning? Victor H. P. van Daal, Jenny Miglis Sandvik and Herman J. Adèr.
520 _aThis edited book focuses on affordances and limitations of e-books for early language and literacy, features and design of e-books for early language and literacy, print versus e-books in early language and literacy development, and uses of and guidelines for how to use e-books in school and home literacy practices. Uniquely, this book includes critical reviews of diverse aspects of e-books (e.g., features) and e-book uses (e.g., independent reading) for early literacy as well as multiple examinations of e-books in home and school contexts using a variety of research methods and/or theoretical frames. The studies of children’s engagement with diverse types of e-books in different social contexts provide readers with a contemporary and comprehensive understanding of this topic. Research has demonstrated that ever-increasing numbers of children use digital devices as part of their daily routine. Yet, despite children’s frequent use of e-books from an early age, there is a limited understanding regarding how those e-books are actually being used at home and school. As more e-books become available, it is important to examine the educational benefits and limitations of different types of e-books for children. So far, studies on the topic have presented inconsistent findings regarding potential benefits and limitations of e-books for early literacy activities (e.g., independent reading, shared reading). The studies in this book aim to fill such gaps in the literature. .
650 0 _aLanguage and education.
650 0 _aPsycholinguistics.
650 0 _aLiteracy.
650 0 _aChild development.
650 1 4 _aLanguage Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O23000
650 2 4 _aPsycholinguistics.
_0https://scigraph.springernature.com/ontologies/product-market-codes/N35000
650 2 4 _aLiteracy.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O40000
650 2 4 _aEarly Childhood Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O37000
700 1 _aKim, Ji Eun.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
700 1 _aHassinger-Das, Brenna.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783030200763
776 0 8 _iPrinted edition:
_z9783030200787
776 0 8 _iPrinted edition:
_z9783030200794
830 0 _aLiteracy Studies, Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education,
_x2214-000X ;
_v18
856 4 0 _uhttps://doi.org/10.1007/978-3-030-20077-0
942 _2ddc
_cEBOOK