Vocabulary enrichment using an E-book with and without kindergarten teacher’s support among LSES children

ABSTRACT

We examined an intervention in kindergarten using an e-book for vocabulary enrichment. In programme (a), the children read the e-book with a dictionary and the teacher’s support. In programme (b), the children read the e-book with the dictionary independently. In programme (c), the children read the e-book without a dictionary (control). The participants included 103 children (aged 5–6) from LSES families. They read the e-book in the kindergarten class six times. The children were tested pre, post 1 and post 2, on story focal words at the receptive, explanation and production level. Children who read the e-book with the dictionary and the teacher’s support learned more words than those, who read the e-book with the dictionary independently, and more than the control. Achievements were maintained after one month. Children with an initial low level progressed more than those with a high level. The findings and their implications are discussed.

KEYWORDS:

• e-book
• young children
• vocabulary
• teachers

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Ofra Korat

Ofra Korat is the head of Irving Harris Program for toddlers and their families in the School of Education in Bar-Ilan University, Israel. Her research focus on early literacy experiences in family and school, with special attention to the role of social interactions with parents and other adults in facilitating literacy development. In recent years she focuses on technology as a support for literacy development of young children, especially those from low income families. Professor Korat published dozens of papers in leading journals on her work. She also was the editor of the book Literacy development and enhancement across orthographies (Springer publishing, appeared in 2010) and the book Cultures and Technology as support for literacy achievements for children at risk (Springer 2013).

Shifra Atishkin

Shifra Atishkin is an expert in early childhood education. She was a lecturer in leading teachers’ colleges in Israel. She also worked as a pedagogical instructor in the Israeli Ministry of Education, and was a coauthor of the Israeli kindergarten curriculum.

Ora Segal-Drori

Ora Segal-Drori is a lecturer, pedagogic instructor and researcher in the Early Childhood Department of the Levinsky Academic College of Education, Israel. Her research focuses on digital technology in early childhood, emergent literacy and adult mediation.