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The Influence of Scaffolded Computerised Science Problem Solving on Motivational Aspects
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Fund, Zvia; Madjar, Nir – International Journal of Science Education, 2018
The current study focused on scaffolding programmes, including cognitive and meta-cognitive components, for science problem solving in a computerised learning environment to identify their unique effects on aspects of student motivation. Using expectancy-value theory as a conceptual framework, the current study focused on two motivational aspects:…
Descriptors: Scaffolding (Teaching Technique), Problem Solving, Student Motivation, Grade 7
Early Literacy Programme as Support for Immigrant Children and as Transfer to Early Numeracy
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Korat, Ofra; Gitait, Aviva; Bergman Deitcher, Deborah; Mevarech, Zmira – Early Child Development and Care, 2017
We researched the efficacy of an early literacy programme in enhancing immigrant children's phonological awareness (PA) and print knowledge, including transferring learning to numeracy. Participants were 294 Ethiopian-born immigrant children in Israel at kindergarten age and one of their parents. Parent-child dyads were randomly selected to…
Descriptors: Foreign Countries, Immigrants, Children, Kindergarten
The Effectiveness of Computer-Based EFL Instruction among Primary School Students in Israel
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Shamir, Haya; Johnson, Erin Phinney – Educational Media International, 2012
This paper presents an effectiveness study of a computer-based English reading program, the Waterford Early Reading Program (WERP), among first and second grade students in Israel. Students who used the program were compared to a control group only receiving English as a foreign language (EFL) instruction as part of the school curriculum. First…
Descriptors: Control Groups, Early Reading, Reading Programs, Reading Achievement
Direct and Indirect Teaching: Using E-Books for Supporting Vocabulary, Word Reading, and Story Comprehension for Young Children
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Korat, Ofra; Shamir, Adina – Journal of Educational Computing Research, 2012
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…
Descriptors: Foreign Countries, Age Differences, Kindergarten, Reading Instruction
Repeated Reading of CD-ROM Storybook as a Support for Emergent Literacy: A Developmental Perspective in Two SES Groups
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Korat, Ofra; Blau, Hila – Journal of Educational Computing Research, 2010
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…
Descriptors: Foreign Countries, Control Groups, Age, Phonological Awareness
Reading Electronic Books as a Support for Vocabulary, Story Comprehension and Word Reading in Kindergarten and First Grade
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Korat, Ofra – Computers & Education, 2010
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…
Descriptors: Control Groups, Reading Comprehension, Kindergarten, Grade 1