Abstract
The main purpose of the present study was to examine the effect of an activity with an educational electronic book (e-book) on language retention among children at risk for learning disabilities (LD) (seven weeks after the intervention). Two modes of the educational e-book were investigated: with and without metacognitive guidance. Seventy seven kindergarteners aged 4.5–7 were randomly divided into three groups: (1) reading an e-book which included metacognitive guidance (EBM); (2) reading an e-book which did not include metacognitive guidance (EB); (3) receiving the regular kindergarten program (control). The children’s vocabulary was assessed before the intervention, immediately after the intervention (post 1) and seven weeks later (post 2). Story comprehension was assessed only following the intervention (post 1 and 2). The findings showed a long-term effect of the activity with the e-book on vocabulary. However, for story comprehension, a decrease in recall of words and quotes and an increase in the recall of main ideas from the story were found seven weeks after the activity with the e-book. No significant difference in retention was found between the two intervention groups (with and without metacognitive guidance). The implications of these results for kindergarteners at risk for LD are discussed.
Similar content being viewed by others
References
American Psychological Association [APA]. (2013). Diagnostic and statistical manual of mental disorders: DSM-V (5th ed.). Washington, DC: Author.
Baddeley, A. D. (2003). Working memory and language: a review. Journal of Communication Disorders, 36(3), 189–208. https://doi.org/10.1016/S0021-9924(03)00019-4.
Baddeley, A. D., & Wilson, B. A. (2002). Prose recall and amnesia: Implications for the structure of working memory. Neuropsychologia, 40(10), 1737–1743. https://doi.org/10.1016/S0028-3932(01)00146-4.
Beck, I. L., & McKeown, M. G. (1991). Conditions of vocabulary acquisition. In R. Barr, M. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 789–814). New York: Longman.
Bouck, E., Flanagan, S., Miller, B., & Bassette, L. (2012). Technology in action. Journal of Special Education Technology, 27(4), 47–57. https://doi.org/10.1177/016264341202700404.
Breznitz, Z. (1997). Effects of accelerated reading rate on memory for text among dyslexic readers. Journal of Educational Psychology, 89(2), 289–297. https://doi.org/10.1037/0022-0663.89.2.289.
Brown, L., Sherbenou, R. J., & Johnsen, S. K. (1997). Test of nonverbal intelligence (3rd ed.). Austin: Pro-Ed.
Bryant, D. P., Goodwin, M., Bryant, B. R., & Higgins, K. (2003). Vocabulary instruction for students with learning disabilities: a review of the research. Learning Disability Quarterly, 26(2), 117–128. https://doi.org/10.2307/1593594.
Cameron, K. A., Haarmann, H. J., Grafman, J., & Ruchkin, D. S. (2005). Long-term memory is the representational basis for semantic verbal short-term memory. Psychophysiology, 42(6), 643–653. https://doi.org/10.1111/j.1469-8986.2005.00357.x.
Carlisle, J. F., & Rice, M. S. (2002). Improving reading comprehension: Research based principles and practices. Baltimore: York Press.
Ceci, S. J., & Bronfenbrenner, U. (1985). “Don’t forget to take the cupcakes out of the oven”: prospective memory, strategic time-monitoring, and context. Child Development, 56(1), 152–164. https://doi.org/10.2307/1130182.
Chera, P. D. K., & Wood, C. (2003). Animated multimedia ‘talking books’ can promote phonological awareness in children beginning to read. Learning and Instruction, 13(1), 33–52. https://doi.org/10.1016/S0959-4752(01)00035-4.
Clark, R. C., & Mayer, R. E. (2008). Learning by viewing versus learning by doing: Evidence-based guidelines for principled learning environments. Performance Improvement, 47(9), 5–13. https://doi.org/10.1002/pfi.20028.
de Jong, M. T., & Bus, A. G. (2002). Quality of book-reading matters for emergent readers: an experiment with the same book in a regular or electronic format. Journal of Educational Psychology, 94(1), 145–155. https://doi.org/10.1037/0022-0663.94.1.145.
de Jong, M. T., & Bus, A. G. (2003). How well suited are electronic books to supporting literacy? Journal of Early Childhood Literacy, 3(2), 147–164. https://doi.org/10.1177/14687984030032002.
de Jong, M. T., & Bus, A. G. (2004). The efficacy of electronic books fostering kindergarten children’s emergent story understanding. Reading Research Quarterly, 39(4), 378–393. https://doi.org/10.1598/RRQ.39.4.2.
de Jong, T. (2010). Cognitive load theory, educational research, and instructional design: some food for thought. Instructional Science, 38(2), 105–134. https://doi.org/10.1007/s11251-009-9110-0.
Deloache, J. S., Sugarman, S., & Brown, A. L. (1985). The development of error correction strategies in young children's manipulative play. Child Development, 56(4), 125–137. https://doi.org/10.2307/1130105.
Dickinson, D. K., & Smith, M. W. (1994). Long-term effects of preschool teachers’ book readings on low-income children's vocabulary and story comprehension. Reading Research Quarterly, 29(2), 104–122. https://doi.org/10.2307/747807.
Dignath, C., Buettner, G., & Langfeldt, H. P. (2008). How can primary school students learn self-regulated learning strategies most effectively? A meta-analysis on self-regulation training programmes. Educational Research Review, 3(2), 101–129. https://doi.org/10.1016/j.edurev.2008.02.003.
Dodwell, K., & Bavin, E. (2008). Children with specific language impairment: an investigation of their narratives and memory. International Journal of Language & Communication Disorders, 43(2), 201–218.
Doty, D. E., Popplewell, S. R., & Byers, G. O. (2001). Interactive CD-ROM storybooks and young readers’ reading comprehension. Journal of Research on Computing in Education, 33(4), 374–384. https://doi.org/10.1080/08886504.2001.10782322.
Dunn, L. M., & Dunn, L. M. (1981). Peabody picture vocabulary test revised. Circle Pines: American Guidance Service.
Felicia, A., Sharif, S., Wong, W., & Marriappan, M. (2014). Innovation of assistive technologies in special education: a review. Journal of Enhanced Research in Educational Development, 2(3), 25–38.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: a new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906–911. https://doi.org/10.1037/0003-066X.34.10.906.
Flavell, J. H. (2000). Development of children’s knowledge about the mental world. International Journal of Behavioral Development, 24(1), 15–23.
Frith, U. (1989). Autism: Explaining the enigma. Oxford: Blackwell.
Fuchs, L., Fuchs, D., & Compton, D. (2013). Intervention effects for students with comorbid forms of learning disability: understanding the needs of nonresponders. Journal of Learning Disabilities, 46(6), 534–548. https://doi.org/10.1177/0022219412468889.
Garrett, J. A., Mazzocco, M. M. M., & Baker, L. (2006). Development of metacognitive skills of prediction and evaluation in children with or without math disability. Learning Disabilities Research and Practice, 21(2), 77–88. https://doi.org/10.1111/j.1540-5826.2006.00208.x.
Gathercole, S. E., Briscoe, J., Thorn, A., & Tiffany, C. (2008). Deficits in verbal long-term memory and learning in children with poor phonological short-term memory skills. The Quarterly Journal of Experimental Psychology, 61(3), 474–490.
Geary, D. C. (2009). Mathematical disabilities: reflections on cognitive, neuropsychological, and genetic components. Learning and Individual Differences, 20(2), 130–133. https://doi.org/10.1016/j.lindif.2009.10.008.
Gersten, R., Fuchs, L. S., Williams, J. P., & Baker, S. (2001). Teaching reading comprehension strategies to students with learning disabilities: a review of research. Review of Educational Research, 71(2), 279–320. https://doi.org/10.3102/00346543071002279.
Glaser, C., & Brunstein, J. C. (2007). Improving fourth-grade students’ composition skills: Effects of strategy instruction and self-regulation procedures. Journal of Educational Psychology, 99(2), 297–310. https://doi.org/10.1037/0022-0663.99.2.297.
Glaubman, R., Glaubman, H., & Ofir, L. (1997). Effects of self-directed learning, story comprehension, and self-questioning in kindergarten. Journal of Educational Research, 90(6), 361–374. https://doi.org/10.1080/00220671.1997.10544594.
Happe, F., & Frith, U. (2006). The weak coherence account: Detail-focused cognitive style in autism spectrum disorders. Journal of Autism and Developmental Disorders, 36(1), 5–25. https://doi.org/10.1007/s10803-005-0039-0.
Hiebert, E., & Kamil, M. L. (2005). Teaching and learning vocabulary: Perspective and persistent issues. Mahwah: Routledge Taylor Francis.
Johnson, E. O., & Breslau, N. (2000). Increased risk of learning disabilities in low birth weight boys at age 11 years. Biological Psychiatry, 47(6), 490–500. https://doi.org/10.1016/S0006-3223(99)00223-1.
Jordan, N. C., Kaplan, D., Ramineni, C., & Locuniak, M. N. (2009). Early math matters: kindergarteners’ number competence and later mathematics outcomes. Developmental Psychology, 45(3), 850–867. https://doi.org/10.1037/a0014939.
Kaderavek, J. N., & Sulzby, E. (2000). Narrative production by children with and without specific language impairment: oral narratives and emergent readings. Journal of Speech, Language, and Hearing Research, 43(1), 34–50. https://doi.org/10.1044/jslhr.4301.34.
Kaufman, I., Yifat, R., Kupersmitt, J., & Ginzburg, V. (2008). Storybook retelling: linguistic and narrative choices of preschool children. Bamichlala, 20, 91–108 (Hebrew).
Kirk, S. A., & Kirk, W. D. (1971). Psycholinguistic learning disabilities: diagnosis and remediation. Urbana: University of Illinois Press.
Korat, O. (2010). Reading electronic books as a support for vocabulary, story comprehension and word reading in kindergarten and first grade. Computers & Education, 55(1), 24–31. https://doi.org/10.1016/j.compedu.2009.11.014.
Korat, O., & Segal-Drori, O. (2016). E-book reading in different contexts as a literacy facilitator. Early Education and Development, 27(4), 532–550. https://doi.org/10.1080/10409289.2016.1095613.
Korat, O., & Shamir, O. (2004). Do Hebrew electronic books differ from Dutch electronic books? A replication of a Dutch content analysis. Journal of Computer Assisted Learning, 20(4), 257–268. https://doi.org/10.1111/j.1365-2729.2004.00078.x.
Korat, O., & Shamir, A. (2007). Electronic books versus adult readers: effects on children’s emergent literacy as a function of social class. Journal of Computer Assisted Learning, 23(3), 248–259. https://doi.org/10.1111/j.1365-2729.2006.00213.x.
Korat, O., Shamir, A., & Segal-Drori, O. (2014). E-books as a support for young children's language and literacy: the case of Hebrew-speaking children. Early Child Development and Care, 184(7), 998–1016. https://doi.org/10.1080/03004430.2013.833195.
Kramarski, B., & Michalski, T. (2009). Preparing preservice teachers for self-regulated learning in the context of technological pedagogical content knowledge. Learning and Instruction, 20(5), 1–14. https://doi.org/10.1016/j.learninstruc.2009.05.003.
Kramarski, B., Weisse, I., & Kololshi-Minsker, I. (2010). How can self-regulated learning support the problem solving of third-grade students with mathematics anxiety? ZDM- The International Journal on Mathematics Education, 42(2), 179–193. https://doi.org/10.1007/s11858-009-0202-8.
Labbo, L. D., & Kuhn, M. R. (2000). Weaving chains of affect and cognition: a young child’s understanding of CD-ROM talking books. Journal of Literacy Research, 32(2), 187–210. https://doi.org/10.1080/10862960009548073.
Lewis, B., Freebairn, L., & Taylor, H. G. (2000). Academic outcomes in children with histories of speech sound disorders. Journal of Communication Disorders, 33(1), 11–30.
Loftus, S. M., Coyne, M. D., McCoach, D. B., Zipoli, R., Kapp, S., & Pullen, P. (2010). Effects of a supplemental vocabulary intervention on the word knowledge of kindergarten students at risk for language and literacy difficulties. Learning Disabilities Research and Practice, 25(3), 123–135. https://doi.org/10.1111/j.1540-5826.2010.00310.x.
Lovett, M. W., Lacerenza, L., Borden, S. L., Frijters, J. C., Steinbach, K. A., & De Palma, M. (2000). Components of effective remediation for developmental reading disabilities: combining phonological and strategy-based instruction to improve outcomes. Journal of Educational Psychology, 92(2), 263–283. https://doi.org/10.1037/0022-0663.92.2.263.
Maor, D., Currie, J., & Drewry, R. (2011). The effectiveness of assistive technologies for children with special needs: a review of research-based studies. European Journal of Special Needs Education, 26(3), 283–298. https://doi.org/10.1080/08856257.2011.593821.
Margalit, M. (2000). Doch HaVaada LeB'hinat Yesum Hok Hinuch Meyuchad (Doch Margalit) [Report of the committee for the examination of implementation of the special education law (Margalit Report)]. Jerusalem: Ministry of Education (Hebrew).
Margalit, M. (2014). Lakuyot lemida: Model neuro-hitpatchuti – le’achar 15 shanim [Learning disabilities: Neuro-developmental model – after 15 years]. Mifgash: Journal of Social-Educational Work, 22(39), 15–34 (Hebrew).
Martini, R., & Shore, B. M. (2008). Pointing to parallels in ability-related differences in the use of metacognition in academic and psychomotor tasks. Learning and Individual Differences, 18(2), 237–247. https://doi.org/10.1016/j.lindif.2007.08.004.
Matthew, K. I. (1996). The impact of CD-ROM storybooks on children’s reading comprehension and reading attitude. Journal of Educational Multimedia and Hypermedia, 5(3), 379–394.
Matthew, K. I. (1997). A comparison of the influence of interactive CD-ROM storybooks and traditional print storybooks on reading comprehension. Journal of Research on Computing in Education, 29(3), 263–275. https://doi.org/10.1080/08886504.1997.10782198.
Mevarech, Z., & Fridkin, S. (2006). The effects of IMPROVE on mathematical knowledge, mathematical resoning and metacognition. Metacognition and Learning, 1(1), 85-97.
Mayer, R. E. (2005). Introduction to multimedia learning. In R. E. Mayer (Ed.), Cambridge handbook of multimedia learning (pp. 1–10). Cambridge: Cambridge University Press.
McKenna, G. S., & Violato, C. (2003). A combined phonological awareness, whole language and meta-cognitive approach to teaching reading to reading resistors. Canadian Journal of School Psychology, 18(1–2), 115–128. https://doi.org/10.1177/082957350301800106.
Mioduser, D., Tur-Kaspa, H., & Leitner, L. (2000). The learning value of computer-based instruction of early reading skills. Journal of Computer Assisted Learning, 16(1), 54–63. https://doi.org/10.1046/j.1365-2729.2000.00115.x.
Moreno, R. (2004). Decreasing cognitive load in novice students: Effects of explanatory versus corrective feedback in discovery-based multimedia. Instructional Science, 32(1), 99–113. https://doi.org/10.1023/B:TRUC.0000021811.66966.1d.
Morrow, L. M., O’connor, E., & Smith, J. (1990). Effects of a story reading program on the literacy development of at risk kindergarten children. Journal of Reading Behavior, 22(3), 255–275. https://doi.org/10.1080/10862969009547710.
National Institute of Child Health and Human Development [NICHD]. (2000). Report of the National Reading Panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00–4769). Washington, DC: U.S. Government Printing Office.
National Joint Committee on Learning Disabilities [NJCLD]. (2007). Learning disabilities and young children: Identification and Intervention. Retrieved from http://www.asha.org/docs/pdf/TR2007-00307.pdf
Neuman, S., & Dickinson, D. K. (2011). Handbook of early literacy research. New York: Guilford Press.
Ouellette, G., Senechal, M., & Haley, A. (2013). Guiding children’s invented spellings: a gateway into literacy learning. The Journal of Experimental Education, 81(2), 261–279.
Paraskevopoulos, J. M., & Kirk, S. A. (1969). The development and psychometric characteristics of the revised ITPA. Urbana: University of Illinois Press.
Perry, N., & Winne, P. (2006). Learning from learning kits: Study traces of students’ self-regulated engagements with computerized content. Educational Psychological Review, 18(3), 211–228. https://doi.org/10.1007/s10648-006-9014-3.
Potter, M. C., & Lombardi, L. (1998). Syntactic priming in immediate recall of sentences. Journal of Memory and Language, 38(3), 265–282. https://doi.org/10.1006/jmla.1997.2546.
Ricci, C. M., & Beal, C. R. (2002). The effect of interactive media on children’s story memory. Journal of Educational Psychology, 94(1), 138–144. https://doi.org/10.1037/0022-0663.94.1.138.
Roskos, K., Brueck, J., & Widman, S. (2009). Investigating analytic tools for e-book design in early literacy learning. Journal of Interactive Online Learning, 8(3), 218–240.
Schiff, R., & Joshi, R. M. (2016). Interventions in learning disabilities. Berlin: Springer.
Schraw, G. (2007). The use of computer-based environments for understanding and improving g self-regulation. Metacognition and Learning, 2(2–3), 169–176. https://doi.org/10.1007/s11409-007-9015-8.
Schunk, D. H. (2008). Metacognition, self-regulation, and self-regulated learning: Research recommendations. Educational Psychology Review, 20(4), 463–467. https://doi.org/10.1007/s10648-008-9086-3.
Segal, M. (2008). What’s the story? On the development of narrative ability. Tel-Aviv: MOFET Institute (Hebrew).
Segal-Drori, O., Korat, O., Shamir, A., & Klein, P. (2009). Reading electronic and printed books with and without adult instruction: effects on emergent reading. Reading and Writing, 23(8), 913–930. https://doi.org/10.1007/s11145-009-9182-x.
Segers, E., Nooijen, M., & de Moor, J. (2006). Computer vocabulary training in kindergarten children with special needs. International Journal of Rehabilitation Research, 29(4), 343–346. https://doi.org/10.1097/MRR.0b013e328010f4e0.
Segers, E., & Verhoeven, L. (2002). Multimedia support of early literacy learning. Computers & Education, 39(3), 207–221. https://doi.org/10.1016/S0360-1315(02)00034-9.
Segers, E., & Verhoeven, L. (2005). Long-term effects of computer training of phonological awareness in kindergarten. Journal of Computer Assisted Learning, 21(1), 17–27. https://doi.org/10.1111/j.1365-2729.2005.00107.x.
Sénéchal, M., & LeFevre, J. (2001). Storybook reading and parent teaching: Links to language and literacy development. New Directions for Child and Adolescent Development, (92), 39–52. https://doi.org/10.1002/cd.14.
Sénéchal, M., & LeFevre, J. (2002). Parental involvement in the development of children's reading skill: a five-year longitudinal study. Child Development, 73(2), 445–460. https://doi.org/10.1111/1467-8624.00417.
Shamir, A., & Margalit, M. (2011). Technology and students with special educational needs: New opportunities and future directions. European Journal of Special Needs Education, 26(3), 279–282. https://doi.org/10.1080/08856257.2011.593816.
Shamir, A., Mevarech, R. Z., & Gida, C. (2009). The assessment of young children's meta-cognition in different contexts: individualized vs. peer-assisted learning. Metacognition and Learning, 4(1), 47–61. https://doi.org/10.1007/s11409-008-9032-2.
Shamir, A., & Korat, O. (2007). Developing an educational e-book for fostering kindergarten children’s emergent literacy. Computers in the Schools, 24(1–2), 125–145. https://doi.org/10.1300/J025v24n01_09.
Shamir, A., Korat, O., & Barbi, N. (2008). The effects of CD-ROM storybook reading on low SES kindergarteners’ emergent literacy as a function of learning context. Computers & Education, 51(1), 354–367. https://doi.org/10.1016/j.compedu.2007.05.010.
Shamir, A., Korat, O., & Fellah, R. (2012). Promoting emergent literacy of children at risk for learning disabilities: Do E-books make a difference? In A. Shamir & O. Korat (Eds.), Technology as a support for literacy achievements for children at risk (pp. 173–185). Netherlands: Springer.
Shamir, A., Korat, O., & Shlafer, I. (2011). The effect of activity with e-book on vocabulary and story comprehension: a comparison between kindergarteners at risk of learning disabilities and typically developing kindergarteners. European Journal of Special Needs Education, 26(3), 311–322. https://doi.org/10.1080/08856257.2011.593824.
Shamir, A., & Shlafer, I. (2011). E-books effectiveness in promoting phonological awareness and concept about print: a comparison between children at risk for learning disabilities and typically developing kindergarteners. Computers & Education, 57(3), 1989–1997. https://doi.org/10.1016/j.compedu.2011.05.001.
Sideridis, G. D., Morgan, P. L., Botsas, G., Padeliadu, S., & Fuchs, D. (2006). Predicting LD on the basis of motivation, metacognition, and psychopathology: an ROC analysis. Journal of Learning Disabilities, 39(3), 215–229. https://doi.org/10.1177/00222194060390030301.
Son, L.K. (2005). Metacognitive control: Children's short-term versus long- term study strategies. The Journal of General Psychology,132(4), 347–364.
Stock, P., Desoete, A., & Roeyers, H. (2010). Detecting children with arithmetic disabilities from kindergarten: evidence from a 3 year longitudinal study on the role of preparatory arithmetic abilities. Journal of Learning Disabilities, 43(3), 250–268. https://doi.org/10.1177/0022219409345011.
Storch, S. A., & Whitehurst, G. J. (2002). Oral language and code-related precursors to reading: evidence from a longitudinal structural model. Developmental Psychology, 38(6), 934–947. https://doi.org/10.1037/0012-1649.38.6.934.
Swanson, H. L. (2016). Working memory and strategy instruction in children with learning disabilities. In R. Schiff & R. M. Joshi (Eds.), Interventions in learning disabilities (Vol. 13, pp. 227–243). Berlin: Springer.
Swanson, H. L., & Saez, L. (2003). Memory difficulties in children and adults with learning disabilities. In H. L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of learning disabilities (pp. 182–198). New York: Guilford.
Swanson, H. L., Harris, K. R., & Graham, S. (Eds.). (2003). Handbook of learning disabilities. New York: Guilford.
Takacs, Z. K., Swart, E. K., & Bus, A. G. (2014). Can the computer replace the adult for storybook reading? A meta-analysis on the effects of multimedia stories as compared to sharing print stories with an adult. Frontiers in Psychology, 5, 1366. https://doi.org/10.3389/fpsyg.2014.01366.
Takacs, Z. K., Swart, E. K., & Bus, A. G. (2015). Benefits and pitfalls of multimedia and interactive features in technology-enhanced storybooks a meta-analysis. Review of Educational Research, 85(4), 698–739. https://doi.org/10.3102/0034654314566989.
Van Luit, J. E. H. (2011). Difficulties with preparatory skills in kindergarteners. International Journal of Disability, Development and Education, 58(1), 89–95. https://doi.org/10.1080/1034912X.2011.547355.
Veenman, M. V. J., & Spaans, M. A. (2005). Relation between intellectual and metacognitive skills: age and task differences. Learning and Individual Differences, 15(2), 159–176. https://doi.org/10.1016/j.lindif.2004.12.001.
Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and learning: conceptual and methodological considerations. Metacognition and Learning, 1(1), 3–14. https://doi.org/10.1007/s11409-006-6893-0.
Verhallen, M. J. A. J., Bus, A. G., & de Jong, M. T. (2006). The promise of multimedia stories for kindergarten children at risk. Journal of Educational Psychology, 98(2), 410–429. https://doi.org/10.1037/0022-0663.98.2.410.
Vernadakis, N., Avgerinos, A., Tsitskari, E., & Zachopoulou, E. (2005). The use of computer assisted instruction in preschool education: making teaching meaningful. Early Childhood Education Journal, 33(2), 99–104. https://doi.org/10.1007/s10643-005-0026-2.
Winters, F. I., Greene, J. A., & Costich, C. M. (2008). Self-regulation of learning within computer-based learning environments: a critical analysis. Educational Psychology Review, 20(4), 429–444. https://doi.org/10.1007/s10648-008-9080-9.
Whitebread, D. (2014). The importance of self-regulation for learning from birth. In H. Moylett (Ed.), Characteristics of effective learning: Helping young children become learners for life (pp. 15–35). Maidenhead: Open University Press.
Whitebread, D., Coltman, P., Pino Pasternak, D., Sangster, C., Grau, V., Bingham, S., Almeqdad, Q., & Demetriou, D. (2009). The development of two observational tools for assessing metacognition and self-regulated learning in young children. Metacognition and Learning, 4(1), 63–85. https://doi.org/10.1007/s11409-008-9033-1.
Wise, B. W., & Olson, R. K. (1994). Computer speech and the remediation of reading and spelling problems. Journal of Special Education Technology, 12(3), 207–220. https://doi.org/10.1177/016264349401200304.
Xin, Y. P., & Jitendra, A. K. (2006). Teaching problem-solving skills to middle school students with learning difficulties. In M. Montague & A. K. Jitendra (Eds.), Teaching mathematics to middle school students with learning difficulties (pp. 52–66). New York: Guilford.
Zimmerman, B. J., & Tsikalas, K. (2005). Can computer-based learning environments (CBLEs) be used as self-regulatory tools to enhance learning? Educational Psychologist, 40(4), 267–271. https://doi.org/10.1207/s15326985ep4004_8.
Zucker, T. A., Moody, A. K., & McKenna, M. C. (2009). The effects of electronic books on pre-kindergarten-to-grade 5 students’ literacy and language outcomes: a research synthesis. Journal of Educational Computing Research, 40(1), 47–87. https://doi.org/10.2190/EC.40.1.c.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Shamir, A., Segal-Drori, O. & Goren, I. Educational electronic book activity supports language retention among children at risk for learning disabilities. Educ Inf Technol 23, 1231–1252 (2018). https://doi.org/10.1007/s10639-017-9653-7
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10639-017-9653-7