Reading electronic and printed books with and without adult instruction: effects on emergent reading
By Ora Segal-Drori, Ofra Korat, Adina Shamir, P. Klein. 2010
143 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education, Information Systems
View Paper: https://www.semanticscholar.org/paper/f5d4fb02bdde1e98f7434aff0a2907a44af9aa5a
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
In Education
- Roberta Michnick Golinkoff
- Kathy Hirsh-Pasek
- Rufan Luo
- Mary L. Courage
- Anna Richter
- Amy E. Pace
- Angeline S. Lillard
In Information Systems
Citations in the corpus
- Comparing electronic and paper storybooks for preschoolers: Attention, engagement, and recall (2017, background): “Preschool and kindergarten children learned more language from an e-book supported by adult scaffolding than from one read without scaffolding (Segal-Drori et al., 2010; Strouse, O'Doherty, & Troseth, 2013).”
- Identifying Pathways Between Socioeconomic Status and Language Development (2017, background): “…factor is not whether learning materials are digital or print based, but whether they successfully elicit high-quality language interactions between children and caregivers to support children’s engagement with the learning materials (Gong & Levy 2009, Segal-Drori et al. 2010, Smeets & Bus 2015).”