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¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2017 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Experimental-group children improved more than controls in receptive word comprehension and word explanation; in word production they gained from pretest to posttest 2, but the article's reports on the between-group difference conflict and the authors say they cannot give a definite answer on the e-book's effectiveness for production. → 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

Randomized two-group intervention: 78 LSES kindergartners divided into experimental (n=40) and control (n=38); three two-way ANCOVA analyses compared groups over pretest, posttest 1, and posttest 2. The first set of analyses reports differences "favoring the experimental group" on all three measures. For word production, though, the experimental group made no significant progress from pretest to posttest 1 (only from posttest 1 to posttest 2 and pretest to posttest 2), the word-type analysis reports "no difference in word production" between the groups in change across the test points, and the discussion says the authors "cannot give a definite answer to the research question about the effectiveness of promoting the production of words." The firm finding is for receptive comprehension and explanation.

"significant differences were found between the pre- and post-intervention scores in all three measures (receptive word l earning, explanation and produc tion of words) between the experimental and the control groups, favoring the experimental group."

Discussion¶

Learner Variables¶

• Vocabulary — outcome: instruction changes it

Related Claims¶

• Words that received a dictionary explanation in the e-book were explained better by children than words appearing in the story without dictionary support — related
• Receptive word comprehension improved for both dictionary and non-dictionary words, with no receptive-level difference between the two word types — related
• Three repetitions of dictionary word meanings produced significant progress in word explanation, and three more repetitions (six total) brought further progress — related
• Word production showed no posttest difference between dictionary and non-dictionary words, with an initial pretest gap favoring non-dictionary words — related