LEADER 05740nam 22006255 450 001 9910349348503321 005 20240319233830.0 010 $a9783030200770 010 $a3030200779 024 7 $a10.1007/978-3-030-20077-0 035 $a(CKB)4100000008743032 035 $a(MiAaPQ)EBC5838910 035 $a(DE-He213)978-3-030-20077-0 035 $a(EXLCZ)994100000008743032 100 $a20190723d2019 u| 0 101 0 $aeng 135 $aurcn#|||uuuuu 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aReading in the Digital Age: Young Children?s Experiences with E-books $eInternational Studies with E-books in Diverse Contexts /$fedited by Ji Eun Kim, Brenna Hassinger-Das 205 $a1st ed. 2019. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2019. 215 $a1 online resource (296 pages) $cillustrations 225 1 $aLiteracy Studies, Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education,$x2214-0018 ;$v18 311 1 $a9783030200763 311 1 $a3030200760 320 $aIncludes bibliographical references. 327 $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 Sar? 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. 330 $aThis edited book focuses on affordances and limitations of e-books for early language and literacy, features and design of e-books for early language and literacy, print versus e-books in early language and literacy development, and uses of and guidelines for how to use e-books in school and home literacy practices. Uniquely, this book includes critical reviews of diverse aspects of e-books (e.g., features) and e-book uses (e.g., independent reading) for early literacy as well as multiple examinations of e-books in home and school contexts using a variety of research methods and/or theoretical frames. The studies of children?s engagement with diverse types of e-books in different social contexts provide readers with a contemporary and comprehensive understanding of this topic. Research has demonstrated that ever-increasing numbers of children use digital devices as part of their daily routine. Yet, despite children?s frequent use of e-books from an early age, there is a limited understanding regarding how those e-books are actually being used at home and school. As more e-books become available, it is important to examine the educational benefits and limitations of different types of e-books for children. So far, studies on the topic have presented inconsistent findings regarding potential benefits and limitations of e-books for early literacy activities (e.g., independent reading, shared reading). The studies in this book aim to fill such gaps in the literature. . 410 0$aLiteracy Studies, Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education,$x2214-0018 ;$v18 606 $aLanguage and languages$xStudy and teaching 606 $aPsycholinguistics 606 $aLiteracy 606 $aEarly childhood education 606 $aLanguage Education 606 $aPsycholinguistics and Cognitive Lingusitics 606 $aLiteracy 606 $aEarly Childhood Education 615 0$aLanguage and languages$xStudy and teaching. 615 0$aPsycholinguistics. 615 0$aLiteracy. 615 0$aEarly childhood education. 615 14$aLanguage Education. 615 24$aPsycholinguistics and Cognitive Lingusitics. 615 24$aLiteracy. 615 24$aEarly Childhood Education. 676 $a028.55 676 $a028.534 702 $aKim$b Ji Eun$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aHassinger-Das$b Brenna$4edt$4http://id.loc.gov/vocabulary/relators/edt 906 $aBOOK 912 $a9910349348503321 996 $aReading in the Digital Age: Young Children?s Experiences with E-books$92515417 997 $aUNINA