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Expanding the Boundaries of Kindergartners’ E-book Reading: Metacognitive Guidance for E-book Support Among Young Children at Risk for Learning Disabilities


by Adina Shamir — 2017

The increasing range and number of electronic books (e-books) available in the children’s book market has motivated educators and researchers to investigate how well these platforms can contribute to advancing emergent literacy. Such research has nonetheless been conducted on a much smaller scale in the area of self-regulated learning (SRL) with e-books targeted at young children at risk for learning disabilities. The article discusses recent research conducted with kindergartners 4.5 to 7.0 years old. In the research reported, the 78 participants were randomly divided into three groups of equal size: experimental (educational e-book with metacognitive guidance), experimental (educational e-book without metacognitive guidance), and control (the regular kindergarten program). The findings indicated that the metacognitive guidance embedded in the educational e-book supported phonological awareness (rhyming) but not vocabulary acquisition.


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Cite This Article as: Teachers College Record Volume 119 Number 13, 2017, p. 1-
http://www.tcrecord.org ID Number: 21944, Date Accessed: 7/22/2017 8:34:25 PM

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About the Author
  • Adina Shamir
    Bar-Ilan University
    E-mail Author
    ADINA SHAMIR currently serves as head of the Special Education Program, School of Education, Bar-Ilan University, Israel. Her research focuses on new technologies for promoting cognitive and metacognitive development among young children at risk. She edited the recent special issue “Technology and Students With Special Educational Needs: New Opportunities and Future Directions,” European Journal of Special Needs Education. As an active member of international organizations, she recently served (2013–2015) as president of IACEP–International Association for Cognitive Education and Psychology.
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