caa a22 4500 445829303 CHVBK 20180317145309.0 cr unu---uuuuu 170323e20110901xx s 000 0 eng 10.1007/s10639-010-9127-7 doi (NATIONALLICENCE)springer-10.1007/s10639-010-9127-7 E-books as support for emergent writing with and without adult assistance [Elektronische Daten] [Ofra Korat, Adina Shamir, Livnat Arbiv] The question posed in the current study is whether software alone is a sufficient tool for supporting young children's emergent writing. We researched the effect of reading an electronic book (e-book) on kindergarten children's emergent word writing with and without adult support. Ninety-six 5 to 6years old children from low socioeconomic status (SES) families were randomly assigned to one of three groups (32 children each): (1) independently reading the e-book; (2) reading the e-book with adult support; (3) receiving the regular kindergarten program (control). Each intervention group received four e-book reading sessions. The children's emergent literacy was assessed before and after the intervention and included letter-name recognition, phonological awareness and emergent word writing. Reading the e-book with adult assistance supported the children's phonological awareness and emergent word writing more significantly than reading the e-book without support and more than the control group. Reading the e-book without adult support did not differ from the control group. Furthermore, the children's initial emergent literacy level and reading the ebook with adult assistance contributed the most to the children's emergent word writing. Educational implications are discussed. Springer Science+Business Media, LLC, 2010 E-books nationallicence Letter-name recognition nationallicence Phonological awareness nationallicence Emergent writing nationallicence Korat Ofra Early Childhood Program, School of Education, Bar-Ilan University, 52900, Ramat-Gan, Israel aut Shamir Adina Early Childhood Program, School of Education, Bar-Ilan University, 52900, Ramat-Gan, Israel aut Arbiv Livnat Early Childhood Program, School of Education, Bar-Ilan University, 52900, Ramat-Gan, Israel aut Education and Information Technologies Springer US; http://www.springer-ny.com 16/3(2011-09-01), 301-318 1360-2357 16:3<301 2011 16 10639 https://doi.org/10.1007/s10639-010-9127-7 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s10639-010-9127-7 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Korat Ofra Early Childhood Program, School of Education, Bar-Ilan University, 52900, Ramat-Gan, Israel aut NATIONALLICENCE 700 1- Shamir Adina Early Childhood Program, School of Education, Bar-Ilan University, 52900, Ramat-Gan, Israel aut NATIONALLICENCE 700 1- Arbiv Livnat Early Childhood Program, School of Education, Bar-Ilan University, 52900, Ramat-Gan, Israel aut NATIONALLICENCE 773 0- Education and Information Technologies Springer US; http://www.springer-ny.com 16/3(2011-09-01), 301-318 1360-2357 16:3<301 2011 16 10639 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer