This article reviews extant literature with the
purpose of identifying factors that affect the potential
efficacy of electronic books to support literacy development
during early childhood. Selection criteria include
experimental, quasi-experimental, and observational studies
from peer-reviewed journals from 2000 to 2013 with a
target population of 3–7 year olds. Results established the
following factors as relevant to potential literacy outcomes:
interactive features, quality assessment, repetition, and
adult interaction. Each factor is discussed in its relationship
to literacy skills in order to identify optimal conditions for
literacy growth. Findings in this review are pertinent to
parents, educators, legislators, and software developers
who are making software decisions that will impact early
childhood students at home or in school. Future research
and implications are considered.

J77

370.307 8 LYN f

Perpustakaan FITK Pusat

Tersedia

• Factors that Affect Emergent Literacy Development When Engaging with Electronic Books

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