There is increasing evidence supporting the efficacy of augmented reality (AR) education applications, yet comparatively few reports exploring AR for early childhood. Augmented reality is uniquely suited to language instruction and the early elementary context, thus has potential to support the growing number of English language learners (ELLs) in…

Clinical Question: Do kindergarteners with language impairments who use e-books containing interactive features, compared to e-books with static illustrations, exhibit greater vocabulary gains? Method: Systematic Review. Study Sources: ASHA journals, EBSCO, Educational Resource Information Clearinghouse (ERIC), SpeechBite, Web of Science. Search…

The goal of the present study was to compare children's word learning through print text, video, and electronic text in the context of a cross-age peer-learning program implemented in linguistically diverse kindergarten and fourth grade classrooms that included English Learners (ELs) and their non-EL peers. Children were assessed at pre- and…

This study provided workshops for parents on either early literacy or socio-emotional learning to examine the impact on their children's reading and social skills development (n = 576 parents; n = 584 children). Parents of kindergartners were offered interactive workshops designed to help them identify everyday opportunities to support reading…

Academic language includes three skills: (1) use of inferential language (communicating about ideas across contexts); (2) use of narrative language (clearly describing a series of events); and (3) understanding a range of academic vocabulary and grammatical structures. These skills help students better comprehend academic texts both across…

Bringing effective, research-based literacy interventions into the classroom is challenging, especially given the cultural and linguistic diversity of today's classrooms. We examined the promise of Assessment-to-Instruction (A2i) technology redesigned to be used at scale to support teachers' implementation of the individualized student instruction…

Bringing effective, research-based literacy interventions into the classroom is challenging, especially given the cultural and linguistic diversity of today's classrooms. We examined the promise of Assessment-to-Instruction (A2i) technology redesigned to be used at scale to support teachers' implementation of the individualized student instruction…

The contribution of repeated e-book reading with and without word explanation support and its effect on receptive and expressive word learning among preschoolers was examined. Seventy-eight kindergartners were randomly divided into an experimental and a control group. The experimental group received two individual reading sessions of an e-book…

Narrative ability comes before literacy for bilingual students and helps narrow down the gap in text-level literacy between English language learners (ELLs) and native English speakers. Kindergarten ELLs are the best age group to receive intervention to improve their oral narrative skills. Multimedia stories have potential to assist kindergarten…

The purpose of the current study was to investigate the effectiveness of e-book activity for vocabulary acquisition and story comprehension among kindergarteners at risk for learning disabilities (LD) as opposed to typically developing (TD) children. Participants included 136 children aged between five and seven (M = 71.2; SD = 5.64, in months),…

Traditionally, children's books are in a printed format and shared book reading is done with an adult. In recent years, interactive E-books have become a common medium for children's books and shared book reading is diminishing. This study compared the contribution of book format to the development of literacy in kindergarten children. We…

This researcher examined the effects of Traditional versus Tactual/Kinesthetic versus Interactive Whiteboard instruction on short- and long-term word-recall and attitude-test scores of primary students. The sample included 87 children, 45 kindergarten and 42 first-grade students. Participants were 41 males and 46 females from a suburban elementary…

We examine the effect of direct and indirect teaching of vocabulary and word reading on pre-kindergarten and kindergarten children following use of an electronic storybook (e-book). The children in each age group were randomly assigned to an intervention group which read the e-book or to a control group which was afforded the regular school…

We investigated the effect of repeated readings of an electronic book (e-book) on pre-kindergarten and kindergarten children from low (n = 127) and middle (n = 120) SES groups. Children were randomly assigned to one of three options: reading an e-book in five sessions, reading an e-book in three sessions, or receiving the regular kindergarten…

The effect of reading an electronic storybook (e-book) on Israeli children's language and literacy was examined in kindergarten children (N = 40; age 5:2-6:3) compared to first graders (N = 50; age 6:3-7:4). The children in each age group were randomly assigned to two groups: an intervention group which read the e-book five times and a control…