05740nam 22006255 450 991034934850332120240319233830.09783030200770303020077910.1007/978-3-030-20077-0(CKB)4100000008743032(MiAaPQ)EBC5838910(DE-He213)978-3-030-20077-0(EXLCZ)99410000000874303220190723d2019 u| 0engurcn#|||uuuuutxtrdacontentcrdamediacrrdacarrierReading in the Digital Age: Young Children’s Experiences with E-books International Studies with E-books in Diverse Contexts /edited by Ji Eun Kim, Brenna Hassinger-Das1st ed. 2019.Cham :Springer International Publishing :Imprint: Springer,2019.1 online resource (296 pages) illustrationsLiteracy Studies, Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education,2214-0018 ;189783030200763 3030200760 Includes bibliographical references.Introduction; 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.This 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. .Literacy Studies, Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education,2214-0018 ;18Language and languagesStudy and teachingPsycholinguisticsLiteracyEarly childhood educationLanguage EducationPsycholinguistics and Cognitive LingusiticsLiteracyEarly Childhood EducationLanguage and languagesStudy and teaching.Psycholinguistics.Literacy.Early childhood education.Language Education.Psycholinguistics and Cognitive Lingusitics.Literacy.Early Childhood Education.028.55028.534Kim Ji Eunedthttp://id.loc.gov/vocabulary/relators/edtHassinger-Das Brennaedthttp://id.loc.gov/vocabulary/relators/edtBOOK9910349348503321Reading in the Digital Age: Young Children’s Experiences with E-books2515417UNINA