Words that received a dictionary explanation in the e-book were explained better by children than words appearing in the story without dictionary support¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2017 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? In the experimental group, explanation scores at posttest 1 and posttest 2 favored dictionary words over non-dictionary words, though non-dictionary words also improved significantly, by less. → Korat et al. 2017
Evidence¶
Korat et al. 2017¶
Korat, O., Kozlov-Peretz, O., & Segal-Drori, O. (2017). Repeated E-book Reading and Its Contribution to Learning New Words among Kindergartners. Journal of Education and Training Studies, Vol. 5, No. 7. https://doi.org/10.11114/jets.v5i7.2498
q3 · i? · causal · r2
ANCOVA on word explanation scores by group, time, and word type in the randomized e-book study. The Results section reports the posttest difference "in favor of dictionary words compared to non-dictionary words"; the Discussion notes progress for non-dictionary words was "significantly smaller".
"In the experimental group, a significant difference in the expl anation of words was found in posttest 1 and posttest 2 in favor of dictionary words compared to non-dictionary words."
Discussion¶
Related Claims¶
- Three repetitions of dictionary word meanings produced significant progress in word explanation, and three more repetitions (six total) brought further progress — related
- Kindergartners who independently read an e-book with a built-in dictionary improved in receptive word comprehension and word explanation more than controls in regular kindergarten; results for word production were inconsistent — related
- Word production showed no posttest difference between dictionary and non-dictionary words, with an initial pretest gap favoring non-dictionary words — related
- Receptive word comprehension improved for both dictionary and non-dictionary words, with no receptive-level difference between the two word types — related
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