Technology as a Support for Literacy Achievements for Children at Risk

Transcription

1 Technology as a Support for Literacy Achievements for Children at Risk

2 LITERACY STUDIES VOLUME 7 Series Editor: R. Malatesha Joshi, Texas A&M University, USA Editorial Board: Linnea Ehri, CUNY Graduate School, USA George Hynd, Purdue University, USA Richard Olson, University of Colorado, USA Pieter Reitsma, Vrije University Amsterdam, the Netherlands Rebecca Treiman, Washington University in St. Louis, USA Usha Goswami, University of Cambridge, UK Jane Oakhill, University of Sussex, Brighton, UK Philip Seymour, University of Dundee, UK Guinevere Eden, Georgetown University Medical Center, USA Catherine McBride Chang, Chinese University of Hong Kong, China While language de fi nes humanity, literacy de fi nes civilization. Understandably, illiteracy or dif fi culties in acquiring literacy skills have become a major concern of our technological society. A conservative estimate of the prevalence of literacy problems would put the fi gure at more than a billion people in the world. Because of the seriousness of the problem, research in literacy acquisition and its breakdown is pursued with enormous vigor and persistence by experts from diverse backgrounds such as cognitive psychology, neuroscience, linguistics and education. This, of course, has resulted in a plethora of data, and consequently it has become dif fi cult to integrate this abundance of information into a coherent body because of the arti fi cial barriers that exist among different professional specialties.the purpose of the proposed series is to bring together the available research studies into a coherent body of knowledge. Publications in this series are intended for use by educators, clinicians and research scientists in the above-mentioned specialties. Some of the titles suitable for the Series are: fmri, brain imaging techniques and reading skills, orthography and literacy; and research based techniques for improving decoding, vocabulary, spelling, and comprehension skills. For further volumes:

3 Adina Shamir Ofra Korat Editors Technology as a Support for Literacy Achievements for Children at Risk

4 Editors Adina Shamir Faculty of Social Sciences Bar-Ilan University Ramat-Gan, Israel Ofra Korat Faculty of Social Sciences Bar-Ilan University Ramat-Gan, Israel ISBN ISBN (ebook) DOI / Springer Dordrecht Heidelberg New York London Library of Congress Control Number: Springer Science+Business Media Dordrecht 2013 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, speci fi cally the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on micro fi lms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied speci fi cally for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher s location, in its current version, and permission for use must always be obtained from Springer. Permissions for use may be obtained through RightsLink at the Copyright Clearance Center. Violations are liable to prosecution under the respective Copyright Law. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a speci fi c statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein. Printed on acid-free paper Springer is part of Springer Science+Business Media (

5 Contents 1 Introduction : Technology as a Support for Literacy Achievements for Children at Risk... 1 Adina Shamir and Ofra Korat Part I Early Childhood 2 Effects of an Adaptive Game on Early Literacy Skills in At-Risk Populations Adriana G. Bus and Cornelia A.T. Kegel 3 Giving All Children a Good Start: The Effects of an Embedded Multimedia Intervention for Narrowing the Vocabulary Gap Before Kindergarten Susan B. Neuman 4 Video Storybooks: A Way to Empower Children at Risk Maria T. de Jong and Marian J.A.J. Verhallen 5 Print to Pixel: Foundations of an E-Book Instructional Model in Early Literacy Kathleen Roskos and Karen Burstein 6 What Can Better Support Low SES Children s Emergent Reading? Reading e-books and Printed Books with and Without Adult Mediation Ora Segal-Drori, Ofra Korat, and Pnina S. Klein 7 The Effects of Multimedia on Early Literacy Development of Children at Risk: A Meta-analysis Victor van Daal and Jenny Miglis Sandvik v

6 vi Contents Part II School Children 8 Teachers Use of Assessment to Instruction (A2i) Software and Third Graders Reading Comprehension Gains Carol McDonald Connor, Barry Fishman, Elizabeth Crowe, Phyllis Underwood, Christopher Schatschneider, and Fredrick J. Morrison 9 An Online Learning Community as Support for At-Risk Students Literacy Growth: Findings, Implications, and Challenges William H. Teale, Katie Lyons, Linda Gambrell, Nina Zolt, Rebecca Olien, and Donald J. Leu 10 Stimulating Self-Regulated Learning in Hypermedia to Support Mathematical Literacy of Lower-Achieving Students Bracha Kramarski Part III Special Educational Needs 11 Promoting Emergent Literacy of Children at Risk for Learning Disabilities: Do E-Books Make a Difference? Adina Shamir, Ofra Korat, and Renat Fellah 12 Early Literacy Interventions Using ICT in Children with SLI Eliane Segers and Anna M.T. Bosman 13 Making a Difference: Using Laptops as a Support for Spelling Improvement Among Students with Learning Disability Sigal Eden, Adina Shamir, and Maayan Fershtman 14 Nonliteral Comprehension Deficits in Children with Learning Disabilities: Implication of Brain Imaging Technology Nira Mashal 15 Use of Technology for Literacy Acquisition Among Children with Communication Dif fi culties Orit E. Hetzroni Index