Thats a unique idea.You should consider the following idea to enhance your idea so that it would impact uniquely:  compared the effects of children’s reading of an educational electronic storybook on their emergent literacy with those of being read the same story in its printed version by an adult.  investigated 128 5- to 6-year-old kindergarteners; 64 children from each of two socio-economic status (SES) groups: low (LSES) and middle (MSES). In each group, children re randomly assigned to one of three subgroups. The two intervention groups included three book reading sessions each; children in one group individually read the electronic book; in the second group, the children re read the same printed book by an adult; children in the third group, which served as a control, received the regular kindergarten programme. Pre- and post-intervention emergent literacy measures included vocabulary, word recognition and phonological awareness. Compared with the control group, the children’s vocabulary scores in both intervention groups improved following reading activity. Children from both interventions groups and both SES groups shod a similarly good level of story comprehension. In both SES groups, compared with the control group, children’s phonological awareness and word recognition did not improve following both reading interventions. Implications for future research and for education are discussed.
['Ofra Korat', 'Adina Shamir']
I am writing a research paper on a idea Electronic books versus adult readers : effects on children's emergent literacy as a function of social class
[{"from": "human", "value": "I am writing a research paper on a idea Electronic books versus adult readers : effects on children's emergent literacy as a function of social class"}, {"from": "gpt", "value": "Thats a unique idea.You should consider the following idea to enhance your idea so that it would impact uniquely:  compared the effects of children\u2019s reading of an educational electronic storybook on their emergent literacy with those of being read the same story in its printed version by an adult.  investigated 128 5- to 6-year-old kindergarteners; 64 children from each of two socio-economic status (SES) groups: low (LSES) and middle (MSES). In each group, children re randomly assigned to one of three subgroups. The two intervention groups included three book reading sessions each; children in one group individually read the electronic book; in the second group, the children re read the same printed book by an adult; children in the third group, which served as a control, received the regular kindergarten programme. Pre- and post-intervention emergent literacy measures included vocabulary, word recognition and phonological awareness. Compared with the control group, the children\u2019s vocabulary scores in both intervention groups improved following reading activity. Children from both interventions groups and both SES groups shod a similarly good level of story comprehension. In both SES groups, compared with the control group, children\u2019s phonological awareness and word recognition did not improve following both reading interventions. Implications for future research and for education are discussed."}]