האם ספרים אלקטרוניים מקדמים אוריינות בגיל הרך? עדויות של ילדים משתי קבוצות מיצב חברתי-כלכלי

The contribution of reading electronic books (e-books) to kindergarteners' literacy was examined in two studies. One study examined the contribution of independent e-book reading compared to adult mediated reading of printed books for two socio-economic status (SES) groups. 128 kindergarten children participated. Half were from a low SES background and half from a middle-high SES background. The e-book was found to enhance the children's vocabulary and story comprehension to the same extent as adult mediated reading. The intervention did not enhance emergent word reading and phonological awareness. The second study investigated the effects of e-book and printed book reading on children's emergent reading with and without adult mediation. 128 low-SES kindergarten children were randomly divided among four activity groups: (1) independent e-book reading; (2) e-book reading with adult mediation; (3) printed book reading with adult mediation; and (4) regular kindergarten activities with no special emphasis on reading (control). Pre-and post-intervention emergent reading measures were tested. Children who received e-book reading with adult mediation scored higher in emergent reading in general as well as letter recognition, emergent word reading, and concept about print (CAP) than all other groups. The discussion examines the kind of support that young children need in order to promote their literacy by reading e-books.