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Expanding the Boundaries of Kindergartners’ E-book Reading: Metacognitive Guidance for E-book Support Among Young Children at Risk for Learning Disabilities. Teachers College Record,119(13), 1-14
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Promoting vocabulary, phonological awareness and concept about print among children at risk for learning disability: can e-books help? Reading and Writing, 25 (1), 45-69
Segal-Drori, O., Korat, O., Shamir, A. & Klein, P. S. (2010)
Reading electronic and printed books with and without adult instruction: effects on emergent reading. Reading and Writing, 23 (8), 913-930
