Citations (25)
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Ismahan Arslan-Ari & Fatih Ari. (2022) The effect of visual cues in e-books on pre-K children’s visual attention, word recognition, and comprehension: An eye tracking study. Journal of Research on Technology in Education 54:5, pages 800-814.
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Lauren Eutsler & Julia Trotter. (2020) Print or iPad? Young Children’s Text Type Shared Reading Preference and Behaviors in Comparison to Parent Predictions and At-home Practices. Literacy Research and Instruction 59:4, pages 324-345.
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So Jung Kim, An Song, Guang-Lea Lee & Amy Bach. (2018) Using Animated Folktales to Teach Cultural Values: A Case Study With Korean-American Bilingual Kindergartners. Journal of Research in Childhood Education 32:3, pages 295-309.
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Articles from other publishers (22)
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Tahany S. Shaaban & Amr M. Mohamed. (2023) Exploring the effectiveness of augmented reality technology on reading comprehension skills among early childhood pupils with learning disabilities. Journal of Computers in Education.
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Astrid Wirth, Anne Lohr, Michael Sailer & Frank Niklas. 2023. Bildung für eine digitale Zukunft. Bildung für eine digitale Zukunft
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Meta‐analysis
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Ofra Korat, Merav Tourgeman & Ora Segal-Drori. (2021) E-book reading in kindergarten and story comprehension support. Reading and Writing 35:1, pages 155-175.
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Adnan Aldholay, Osama Isaac, Abdullah Nabeel Jalal, Farah Akmar Anor & Ahmed M. Mutahar. 2022. Proceedings of International Conference on Emerging Technologies and Intelligent Systems. Proceedings of International Conference on Emerging Technologies and Intelligent Systems
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Başak Karakoç Öztürk. (2021) Digital Reading and the Concept of Ebook: Metaphorical Analysis of Preservice Teachers’ Perceptions Regarding the Concept of Ebook. SAGE Open 11:2, pages 215824402110168.
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Karin Bar-Zvi Shaked, Adina Shamir & Eli Vakil. (2020) An eye tracking study of digital text reading: a comparison between poor and typical readers. Reading and Writing 33:8, pages 1925-1944.
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Sung Hee Lee. (2019) Learning vocabulary from e-book reading and recorded word explanation for low-income elementary students with and without reading difficulties. Reading and Writing 33:3, pages 691-717.
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Yufen Hsieh & Siouwun Huang. (2019) Using an E-book in the secondary English classroom: Effects on EFL reading and listening. Education and Information Technologies 25:2, pages 1285-1301.
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Susan Rvachew, Dahlia Thompson & Elizabeth Carolan. (2019) Description of Boys and Girls' Nonverbal and Verbal Engagement With Electronic and Paper Books. Journal of Cognitive Education and Psychology 18:2, pages 212-222.
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Winnie Wing Mui So, Yu Chen & Zhi Hong Wan. (2019) Multimedia e-Learning and Self-Regulated Science Learning: a Study of Primary School Learners’ Experiences and Perceptions. Journal of Science Education and Technology 28:5, pages 508-522.
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Ofra Korat & Yael Falk. (2017) Ten years after: Revisiting the question of e-book quality as early language and literacy support. Journal of Early Childhood Literacy 19:2, pages 206-223.
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Ofra Korat, Tzlil Graister & Carmit Altman. (2019) Contribution of reading an e-book with a dictionary to word learning: Comparison between kindergarteners with and without SLI. Journal of Communication Disorders 79, pages 90-102.
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Adina Shamir & Gila Dushnitzky. 2019. Reading in the Digital Age: Young Children’s Experiences with E-books. Reading in the Digital Age: Young Children’s Experiences with E-books
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M Phadung & S Dueramae. (2018) The Design and Impact of Interactive E-Book on Academic Language Achievement to Language Minority Students. Journal of Physics: Conference Series 1097, pages 012093.
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Lori E. Skibbe, Julie L. Thompson & Joshua B. Plavnick. (2017) Preschoolers’ Visual Attention during Electronic Storybook Reading as Related to Different Types of Textual Supports. Early Childhood Education Journal 46:4, pages 419-426.
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Cathy Weng, Sarah Otanga, Apollo Weng & Joanne Cox. (2018) Effects of interactivity in E-textbooks on 7th graders science learning and cognitive load. Computers & Education 120, pages 172-184.
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Adina Shamir & Rotem Maor. (2018) E-Books for Promoting Vocabulary Among Students With Intellectual Disability as Opposed to Children With Learning Disability: Can Repeated Reading Make a Difference?. Journal of Cognitive Education and Psychology 17:2, pages 164-177.
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Sung Hee Lee. (2017) Learning vocabulary through e-book reading of young children with various reading abilities. Reading and Writing 30:7, pages 1595-1616.
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Michal Al-Yagon, Dorit Aram & Malka Margalit. (2016) Early Childhood Inclusion in Israel. Infants & Young Children 29:3, pages 205-213.
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Kara Mostefa-Boussena Leila. (2018) Making sense of Literary Works through Customised Digital Books. SSRN Electronic Journal.
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