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Metacognitive Intervention with e-Books to Promote Vocabulary and Story Comprehension Among Children at Risk for Learning Disabilities

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Reading in the Digital Age: Young Children’s Experiences with E-books

Part of the book series: Literacy Studies ((LITS,volume 18))

Abstract

The purpose of the current chapter is threefold. First, to describe the rationale underlying the use of e-books in literacy development among children at risk for Learning Disabilities (ALD). Several studies demonstrating the e-book’s potential for promoting literacy among this population are also reviewed. The second and third parts of the chapter refer to two recent studies indicating that educational e-books designed specifically for young ALD children can enhance their Vocabulary and Story comprehension. The first study focuses on activity with two modes of educational e-books (with and without embedded metacognitive guidance) in the area of Story comprehension. The second investigates the effect of an intervention program, based on the metacognitive approach, aimed at promoting self-regulated leaning with e-books on Vocabulary and Story comprehension. In the concluding part of the chapter, we discuss the implications of current evidence regarding the e-book’s use for creating inclusive learning environments.

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Authors and Affiliations

  1. School of Education, Bar-Ilan University, Ramat Gan, Israel

    Adina Shamir

  2. Department of Special Education, Talpiot College of Education, Bar-Ilan University, Holon, Israel

    Gila Dushnitzky

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  1. Adina Shamir
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  1. Department of Language & Literacy Education, University of British Columbia, Vancouver, BC, Canada

    Ji Eun Kim

  2. Psychology Department, Pace University, New York, NY, USA

    Brenna Hassinger-Das

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Shamir, A., Dushnitzky, G. (2019). Metacognitive Intervention with e-Books to Promote Vocabulary and Story Comprehension Among Children at Risk for Learning Disabilities. In: Kim, J.E., Hassinger-Das, B. (eds) Reading in the Digital Age: Young Children’s Experiences with E-books. Literacy Studies, vol 18. Springer, Cham. https://doi.org/10.1007/978-3-030-20077-0_13

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