Electronic and printed books with and without adult support as sustaining emergent literacy: Contribution to children with low a

Emergent literacy (EL) enhancement has been the goal of numerous educational
programs for years, especially for children from low socioeconomic
statuses (LSES) (Snow, 1994; Whitehurst, Zevebergen, Crone, Schultz,
Velting, & Fischel, 1999). During the past decade, technology software,
including electronic books (e-books), have become incorporated within this
agenda. One of the common activities in children's education in the Western
world in mainstream families is that adults read storybooks to children
constantly from a very young age (DeBruin-Parecki, 1999). Studies of the
last 4 decades have shown how powerful this activity is, especially for
the child's oral language, with less clear results regarding emergent or
early literacy (Stahl, 2003; van Kleeck, 2003; Whitehurst et al., 1999). The
proposed study examined how e-books compare with traditional printed
books in the support of LSES children's EL with and without adult assistance