This study examined the effects of a classroom-focused intervention on early literacy. The intervention consisted of interactive e-book reading via a SMART board combined with a print referencing...Show moreThis study examined the effects of a classroom-focused intervention on early literacy. The intervention consisted of interactive e-book reading via a SMART board combined with a print referencing technique via a program called e-Prent&ABC. The goal of the study was to examine whether focusing on print referencing during storytelling improves the book-bound vocabulary and printing knowledge of kindergarteners and to examine whether this relationship between storytelling and acquiring knowledge is different for children with a relatively low inhibition capacity compared to children with a relatively high inhibition capacity. Results indicated significantly larger gains with high effect sizes in book bound vocabulary (ηp2 = .614) and printing knowledge (ηp2 = .433) after participating in the intervention. The print referencing technique was found to be significantly effective with a high effect size for growth in printing knowledge (ηp2 = .450). The growth in vocabulary was not attributable to the print referencing technique, however this technique did not hinder children’s learning of new words. No significant differences were found after participating in the intervention for children with a relatively low inhibition capacity when compared to children with a relatively high inhibition capacity. The findings indicated that shared e-book reading combined with a print referencing technique is an effective method for stimulating and enhancing early literacy skills of kindergarteners such as printing knowledge and vocabulary.Show less
