Reading and Writing

, Volume 23, Issue 8, pp 913–930

Reading electronic and printed books with and without adult instruction: effects on emergent reading


    • School of EducationBar-Ilan University
  • Ofra Korat
    • School of EducationBar-Ilan University
  • Adina Shamir
    • School of EducationBar-Ilan University
  • Pnina S. Klein
    • School of EducationBar-Ilan University

DOI: 10.1007/s11145-009-9182-x

Cite this article as:
Segal-Drori, O., Korat, O., Shamir, A. et al. Read Writ (2010) 23: 913. doi:10.1007/s11145-009-9182-x


The effects of electronic book (e-book) and printed book reading on children’s emergent reading with and without adult instruction were investigated. One hundred twenty-eight 5- to 6-year-old kindergarten children from low SES families were randomly assigned to one of four groups (32 children each): (1) independently reading the e-book (EB); (2) reading the e-book with adult instruction (EBI); (3) reading the printed book with adult instruction (PBI); and (4) receiving the regular kindergarten program (control). The three intervention groups included four book-reading sessions each. Pre- and post-intervention emergent reading measures included concept about print (CAP), word reading, and phonological awareness. The results showed that the EBI group achieved greater progress in word reading and CAP than all other groups. The EBI group also achieved greater progress in phonological awareness than the EB and the control groups. Implications for future research and for educators are discussed.


Electronic bookPrinted bookEmergent literacySESKindergarteners

Copyright information

© Springer Science+Business Media B.V. 2009