Technology as a Support for Literacy Achievements for Children at Risk

1. Front Matter

   Pages i-vi

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2. Introduction: Technology as a Support for Literacy Achievements for Children at Risk

   • Adina Shamir, Ofra Korat

   Pages 1-8

3. Early Childhood

   1. Front Matter

      Pages 9-9

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4. EarlyChildhood

   1. Effects of an Adaptive Game on Early Literacy Skills in At-Risk Populations

      • Adriana G. Bus, Cornelia A. T. Kegel

      Pages 11-19

   2. Giving All Children a Good Start: The Effects of an Embedded Multimedia Intervention for Narrowing the Vocabulary Gap Before Kindergarten

      • Susan B. Neuman

      Pages 21-32

   3. Video Storybooks: A Way to Empower Children at Risk

      • Maria T. de Jong, Marian J. A. J. Verhallen

      Pages 33-45

   4. Print to Pixel: Foundations of an E-Book Instructional Model in Early Literacy

      • Kathleen Roskos, Karen Burstein

      Pages 47-57

   5. 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, Pnina S. Klein

      Pages 59-71

   6. The Effects of Multimedia on Early Literacy Development of Children at Risk: A Meta-analysis

      • Victor van Daal, Jenny Miglis Sandvik

      Pages 73-119

5. School Children

   1. Front Matter

      Pages 121-121

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6. Scahool Children

   1. 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, Fredrick J. Morrison

      Pages 123-139

   2. 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, Donald J. Leu

      Pages 141-156

   3. Stimulating Self-Regulated Learning in Hypermedia to Support Mathematical Literacy of Lower-Achieving Students

      • Bracha Kramarski

      Pages 157-169

7. Special Educational Needs

   1. Front Matter

      Pages 171-171

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   2. Promoting Emergent Literacy of Children at Risk for Learning Disabilities: Do E-Books Make a Difference?

      • Adina Shamir, Ofra Korat, Renat Fellah

      Pages 173-185

   3. Early Literacy Interventions Using ICT in Children with SLI

      • Eliane Segers, Anna M. T. Bosman

      Pages 187-197

   4. Making a Difference: Using Laptops as a Support for Spelling Improvement Among Students with Learning Disability

      • Sigal Eden, Adina Shamir, Maayan Fershtman

      Pages 199-209

   5. Nonliteral Comprehension Deficits in Children with Learning Disabilities: Implication of Brain Imaging Technology

      • Nira Mashal

      Pages 211-219

   6. Use of Technology for Literacy Acquisition Among Children with Communication Difficulties

      • Orit E. Hetzroni

      Pages 221-234

8. Back Matter

   Pages 235-238

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Presenting cutting-edge studies from various countries into the theoretical and practical issues surrounding the literacy acquisition of at-risk children, this volume focuses specifically on the utility of technology in supporting and advancing literacy among the relevant populations. These include a range of at-risk groups such as those with learning disabilities, low socioeconomic status, and minority ethnicity. Arguing that literacy is a key requirement for integration into any modern society, the book outlines new ways in which educators and researchers can overcome the difficulties faced by children in these at-risk groups. It also reflects the rapid development of technology in this field, which in turn necessitates the accumulation of fresh research evidence.

• Assessment to Instruction (A2i)
• Brain imaging technology
• Children with learning disabilities
• Early literacy skills
• Literacy interventions using ICT in children with SLI
• Low-SES children
• Reading e-books and printed books
• Support for at-risk students
• Teaching literacy to children at risk

• , Faculty of Social Sciences, Bar-Ilan University, Ramat-Gan, Israel

  Adina Shamir, Ofra Korat

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