|
|
|
|
LEADER |
05788nam a2200541 4500 |
001 |
978-3-030-20077-0 |
003 |
DE-He213 |
005 |
20191028152253.0 |
007 |
cr nn 008mamaa |
008 |
190723s2019 gw | s |||| 0|eng d |
020 |
|
|
|a 9783030200770
|9 978-3-030-20077-0
|
024 |
7 |
|
|a 10.1007/978-3-030-20077-0
|2 doi
|
040 |
|
|
|d GrThAP
|
050 |
|
4 |
|a LC8-6691
|
072 |
|
7 |
|a CJ
|2 bicssc
|
072 |
|
7 |
|a EDU018000
|2 bisacsh
|
072 |
|
7 |
|a CJ
|2 thema
|
082 |
0 |
4 |
|a 407.1
|2 23
|
245 |
1 |
0 |
|a Reading in the Digital Age: Young Children's Experiences with E-books
|h [electronic resource] :
|b International Studies with E-books in Diverse Contexts /
|c edited by Ji Eun Kim, Brenna Hassinger-Das.
|
250 |
|
|
|a 1st ed. 2019.
|
264 |
|
1 |
|a Cham :
|b Springer International Publishing :
|b Imprint: Springer,
|c 2019.
|
300 |
|
|
|a IX, 296 p. 23 illus.
|b online resource.
|
336 |
|
|
|a text
|b txt
|2 rdacontent
|
337 |
|
|
|a computer
|b c
|2 rdamedia
|
338 |
|
|
|a online resource
|b cr
|2 rdacarrier
|
347 |
|
|
|a text file
|b PDF
|2 rda
|
490 |
1 |
|
|a Literacy Studies, Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education,
|x 2214-000X ;
|v 18
|
505 |
0 |
|
|a Introduction; Ji Eun Kim and Brenna Hassinger-Das -- Part I: E-book Features and Literacy Development -- The Four Pillars of Learning: E-books Past, Present, and Future; Brenna Hassinger-Das, Rebecca Dore and Jennifer M. Zosh -- From Print to Digital: The Medium is Only Part of the Message; Mary L. Courage -- The Promise of Multimedia Enhancement in Children's Storybooks; Adriana G. Bus, Burcu Sarı and Zsofia K. Takacs -- E-Book Design and Young Children's Behaviour: The Case of Alphabet Books; Mary Ann Evans -- Part II: E-books and Literacy Practices at Home -- Parent Preferences: E-books versus Print Books; Roxanne A. Etta -- Technology Support for Adults and Children Reading Together; Glenda L. Revelle, Gabrielle A. Strouse, Georgene L. Troseth, Susan Rvachew and Dahlia Thompson Forrester -- Part III: E-books and Literacy in Practices in Schools -- Digital Reading Programs: Definitions, Analytic Tools and Practice Examples; Jeremy Brueck, Lisa A. Lenhart and Kathleen A. Roskos -- The Power of a Story: Reading Live and Electronic Storybooks to Young Children; Kevin M. Wong and Susan B. Neuman -- The Effects of Digital Literacy Support Tools on First Grade Students' Comprehension of Informational Ebooks; Heather Herman and Katia Ciampa -- Designing Dialogs Around Picture Book-apps; Elise Seip Tønnessen and Trude Hoel -- Practical Strategies for E-book Use in Early Childhood Classrooms (K-5); Amelia K. Moody and Jeanne Swafford -- Part IV: E-books and Special Populations -- Metacognitive Intervention with E-books to Promote Vocabulary and Story Comprehension among Children at Risk for Learning Disabilities; Adina Shamir and Gila Dushnitzky -- A Meta-Analysis of Multimedia Applications: How Effective Are Interventions with E-books, Computer-Assisted Instruction and TV/Video on Literacy Learning? Victor H. P. van Daal, Jenny Miglis Sandvik and Herman J. Adèr.
|
520 |
|
|
|a This edited book focuses on affordances and limitations of e-books for early language and literacy, features and design of e-books for early language and literacy, print versus e-books in early language and literacy development, and uses of and guidelines for how to use e-books in school and home literacy practices. Uniquely, this book includes critical reviews of diverse aspects of e-books (e.g., features) and e-book uses (e.g., independent reading) for early literacy as well as multiple examinations of e-books in home and school contexts using a variety of research methods and/or theoretical frames. The studies of children's engagement with diverse types of e-books in different social contexts provide readers with a contemporary and comprehensive understanding of this topic. Research has demonstrated that ever-increasing numbers of children use digital devices as part of their daily routine. Yet, despite children's frequent use of e-books from an early age, there is a limited understanding regarding how those e-books are actually being used at home and school. As more e-books become available, it is important to examine the educational benefits and limitations of different types of e-books for children. So far, studies on the topic have presented inconsistent findings regarding potential benefits and limitations of e-books for early literacy activities (e.g., independent reading, shared reading). The studies in this book aim to fill such gaps in the literature. .
|
650 |
|
0 |
|a Language and education.
|
650 |
|
0 |
|a Psycholinguistics.
|
650 |
|
0 |
|a Literacy.
|
650 |
|
0 |
|a Child development.
|
650 |
1 |
4 |
|a Language Education.
|0 http://scigraph.springernature.com/things/product-market-codes/O23000
|
650 |
2 |
4 |
|a Psycholinguistics.
|0 http://scigraph.springernature.com/things/product-market-codes/N35000
|
650 |
2 |
4 |
|a Literacy.
|0 http://scigraph.springernature.com/things/product-market-codes/O40000
|
650 |
2 |
4 |
|a Early Childhood Education.
|0 http://scigraph.springernature.com/things/product-market-codes/O37000
|
700 |
1 |
|
|a Kim, Ji Eun.
|e editor.
|4 edt
|4 http://id.loc.gov/vocabulary/relators/edt
|
700 |
1 |
|
|a Hassinger-Das, Brenna.
|e editor.
|4 edt
|4 http://id.loc.gov/vocabulary/relators/edt
|
710 |
2 |
|
|a SpringerLink (Online service)
|
773 |
0 |
|
|t Springer eBooks
|
776 |
0 |
8 |
|i Printed edition:
|z 9783030200763
|
776 |
0 |
8 |
|i Printed edition:
|z 9783030200787
|
776 |
0 |
8 |
|i Printed edition:
|z 9783030200794
|
830 |
|
0 |
|a Literacy Studies, Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education,
|x 2214-000X ;
|v 18
|
856 |
4 |
0 |
|u https://doi.org/10.1007/978-3-030-20077-0
|z Full Text via HEAL-Link
|
912 |
|
|
|a ZDB-2-EDA
|
950 |
|
|
|a Education (Springer-41171)
|