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Metacognitive Intervention with e-Books to Promote Vocabulary and Story Comprehension Among Children at Risk for Learning Disabilities

  • Adina ShamirEmail author
  • Gila Dushnitzky
Chapter
Part of the Literacy Studies book series (LITS, volume 18)

Abstract

The purpose of the current chapter is threefold. First, to describe the rationale underlying the use of e-books in literacy development among children at risk for Learning Disabilities (ALD). Several studies demonstrating the e-book’s potential for promoting literacy among this population are also reviewed. The second and third parts of the chapter refer to two recent studies indicating that educational e-books designed specifically for young ALD children can enhance their Vocabulary and Story comprehension. The first study focuses on activity with two modes of educational e-books (with and without embedded metacognitive guidance) in the area of Story comprehension. The second investigates the effect of an intervention program, based on the metacognitive approach, aimed at promoting self-regulated leaning with e-books on Vocabulary and Story comprehension. In the concluding part of the chapter, we discuss the implications of current evidence regarding the e-book’s use for creating inclusive learning environments.

Keywords

Metacognitive intervention Electronic books Children at risk for learning disabilities Vocabulary Story comprehension 

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© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.School of EducationBar-Ilan UniversityRamat GanIsrael
  2. 2.Department of Special Education, Talpiot College of EducationBar-Ilan UniversityHolonIsrael

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