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Direct linkBarroso, Luciana R.; Bicer, Ali; Capraro, Mary M.; Capraro, Robert M.; Foran, Alexandra L.; Grant, Melva R.; Lincoln, Yvonna S.; Nite, Sandra B.; Oner, Ayse Tugba; Rice, Devyn – ZDM: The International Journal on Mathematics Education, 2017
The purpose of the study was to explore the development of discourses that emerge as a result of inservice teachers being engaged in a richly situated technological task that incorporated geometric spatial sense development and the engineering design processes. Typically, learning has been approached as a discrete set of tasks to be mastered…
Descriptors: Vocabulary Development, STEM Education, Secondary School Teachers, Faculty Development
Pearman, Cathy J.; Chang, Ching-Wen – TechTrends: Linking Research and Practice to Improve Learning, 2010
CD-ROM storybooks, often referred to as electronic texts, e-books, and interactive stories, are learning tools with supplemental features such as automatic reading of text, sound effects, word pronunciations, and graphic animations which support the development of reading skills and comprehension in beginning readers. Some CD-ROM storybooks also…
Descriptors: Cues, Beginning Reading, Decoding (Reading), Reading Skills
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
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
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
