Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 2 |
Descriptor
Source
| Reading and Writing: An… | 2 |
Author
| Baron, Lauren S. | 1 |
| Brooke, Elizabeth C. | 1 |
| Hogan, Tiffany P. | 1 |
| Hook, Pamela E. | 1 |
| Klein, Pnina S. | 1 |
| Korat, Ofra | 1 |
| Schechter, Rachel L. | 1 |
| Segal-Drori, Ora | 1 |
| Shamir, Adina | 1 |
Publication Type
| Journal Articles | 2 |
| Reports - Research | 2 |
Education Level
| Early Childhood Education | 2 |
| Elementary Education | 1 |
| Grade 3 | 1 |
| Kindergarten | 1 |
| Primary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkBaron, Lauren S.; Hogan, Tiffany P.; Schechter, Rachel L.; Hook, Pamela E.; Brooke, Elizabeth C. – Reading and Writing: An Interdisciplinary Journal, 2019
Teachers are responsible for identifying and instructing an increasingly diverse population of student readers. Advances in educational technology may facilitate differentiated instruction. Using data from a large, population-based sample of third-grade students, we investigated "what works for whom" in technology-based literacy…
Descriptors: Educational Technology, Individualized Instruction, Reading Instruction, Grade 3
Reading Electronic and Printed Books with and without Adult Instruction: Effects on Emergent Reading
Segal-Drori, Ora; Korat, Ofra; Shamir, Adina; Klein, Pnina S. – Reading and Writing: An Interdisciplinary Journal, 2010
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)…
Descriptors: Control Groups, Intervention, Phonological Awareness, Kindergarten
