The purpose of this study was to investigate the effects of an interactive digital reading program (ePrent&ABC) on different domains, vocabulary and print knowledge (PK), of the early literacy....Show moreThe purpose of this study was to investigate the effects of an interactive digital reading program (ePrent&ABC) on different domains, vocabulary and print knowledge (PK), of the early literacy. This study also examined whether visual working memory plays a role in the growth of vocabulary and PK. For this study participated 85 children between the ages 50-75 months (M = 63.08, SD = 6.07) old. The sample consisted of 44 girls and 41 boys. During four different conditions a kindergarten teacher read to the class four times a week based on a protocol and using the SMART board. The first week (condition A) the teacher did non-interactive reading. The other weeks of the study teachers used the ePrent&ABC program with every week another consolidation form for learning target words (condition B: semantics, condition C: PK and condition D: phonological awareness), except condition C, which was two weeks. Pretests and posttests were administered on target words, PK, and phonological awareness. Tests were also administered for general vocabulary and executive functions. This study focused in particular on the consolidation form of PK. During this consolidation form, teachers used non-verbal and verbal cues to draw the children’s attention to the text of the book. This study shows that children acquire more vocabulary and PK during ePrent&ABC than during non-interactive reading. In addition, a large effect (r = .67) was found of the growth in PK during the consolidation form PK. The consolidation form PK has a positive effect on multiple domains of the early literacy. This study shows also that visual working memory does not play a role in the growth of vocabulary and PK. EPrent&ABC offers teachers the opportunity to stimulate early literacy in preschoolers based on an evidence-based foundation with an interactive classroom method that considers both technical developments and the interests of preschoolers.Show less
Introduction. Many children in the Netherlands fail to achieve adequate reading levels by the end of primary school, posing concerns for their academic and later societal success. Effective...Show moreIntroduction. Many children in the Netherlands fail to achieve adequate reading levels by the end of primary school, posing concerns for their academic and later societal success. Effective stimulation of early literacy skills in kindergarten, including vocabulary, print knowledge, and phonological awareness, can reduce differences among students and reduce the risk of reading difficulties later on. While storybooks are effective in stimulating these early literacy skills, traditional storybook reading is not enough to provide a steady foundation for later reading success. Additionally, children with a smaller vocabulary do not benefit as much from storybook reading as their larger vocabularied peers, which increases early literacy skill level gaps between children. In this study, several effective methods in enhancing these skills are combined into the e-Prent&ABC method, which aims to enhance these skills simultaneously. Methods. 85 kindergarteners (41 boys, 44 girls) aged 4;2 to 6;3 years participated. Interactive digital reading sessions were conducted over five weeks, utilizing six picture books and varied reading methods. The first condition utilized non-interactive video books. Successive conditions used variations of the e-Prent&ABC reading method, focusing on either semantics, print knowledge, or phonological awareness. Participants underwent assessment of productive vocabulary, print knowledge, and phonological awareness before and after the reading conditions, along with a receptive vocabulary test before the conditions. Data were analysed using Mixed ANOVA and Repeated Measures ANOVA. Results. Kindergarteners, especially those with lower receptive vocabularies, experienced great vocabulary growth with the e-Prent&ABC method. The simultaneous stimulation of either print knowledge or phonological awareness proved effective, but not at the expense of vocabulary growth. Discussion. The e-Prent&ABC method proves effective in stimulating all three early literacy skills in the kindergarten setting, especially benefitting children with smaller vocabularies and thereby reducing skills gaps between individuals. These findings hold promise for improving children’s literacy outcomes.Show less
The development of vocabulary in primary school is of high importance. A foundation for toddlers’ school career can be laid by teaching new words in an efficient way. By doing so, all toddlers can...Show moreThe development of vocabulary in primary school is of high importance. A foundation for toddlers’ school career can be laid by teaching new words in an efficient way. By doing so, all toddlers can proceed school with the same level of reading and writing. Reading storybooks aloud in an interactive way is crucial when stimulating vocabulary development. Within the reading intervention program, e-Prent&ABC, the interactive reading of animated storybooks with a smartboard is combined with the 4-cycle word development model to learn new words in an effective way. A previous study stated that e-Prent&ABC has a positive effect on the vocabulary and language development of toddlers. This positive effect did not occur for toddlers who show inattentive-withdrawn or disruptive behavior. In the current study, e-Prent&ABC is extended to e-Prent&ABC+ by adding behavior regulating elements. Within e-Prent&ABC+, specific attention is paid to toddlers with problematic behavior. The purpose of the current study is to assess whether the learning behavior and vocabulary of toddlers with problematic behavior can be improved by e-Prent&ABC+, compared with e-Prent&ABC and the control condition (electronic Living Books). The influence of working memory on learning behavior and vocabulary is also examined. A total of 60 toddlers participated in this study, in which 30 toddlers showed inattentive-withdrawn or disruptive behavior, followed by 30 control children. Nine classes from three primary schools in Leiden completed three intervention weeks. The results of the current study showed that e-Prent&ABC is effective in increasing the vocabulary of toddlers. However, the behavior regulating elements of e-Prent&ABC+ were found to be ineffective. In future research, it is important to replicate e-Prent&ABC+ with a larger and more reliable sample. Due to its effectiveness within education, it is recommended to add the 4-cycle model and animated storybooks to current reading methods.Show less
