Ofra Korat
Dados Biográficos
| ID | 5972283 |
|---|---|
| NOME | Ofra Korat |
| PRENOMES | Ofra |
| SOBRENOME | Korat |
| ASSINATURA | KORAT O |
| AFILIAÇÕES | Bar-Ilan University |
| ORCID | 0000-0001-6217-678X |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 9 |
| TOTAL DE CITAÇÕES | 8 |
| OBRAS COMO AUTOR | 9 |
| OBRAS COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2004 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2019 |
| ÍNDICE H | 2 |
Can e-books support low SES parental mediation to enrich children’s vocabulary
This study examines whether an e-book with a dictionary could support parents’ mediation of new words during shared book reading, more than the child’s independent reading of an e-book with and without a dictionary. The participants included 128 kindergartners and 64 mothers who were randomly divided into four groups: independent reading of the e-book with a dictionary; joint mother–child reading of the e-book without a dictionary; joint mother–c…
Dynamic Versus Static Dictionary With and Without Printed Focal Words in E‐Book Reading as Facilitator for Word Learning
We investigated the extent to which a dictionary embedded in an e‐book with static or dynamic visuals with and without printed focal words affects word learning. A pretest–posttest design was used to measure gains of expressive words' meaning and their spelling. The participants included 250 Hebrew‐speaking second graders from low‐socioeconomic status families who were randomly assigned to five equal groups. Four groups read the e‐book with a dic…
Book reading mediation, SES, home literacy environment, and children’s literacy
This article investigates the contribution of maternal mediation in storybook reading, socioeconomic status (SES), and home literacy environment (HLE) to children’s literacy level in kindergarten and first grade in Israeli Arabic-speaking families. A total of 109 kindergarten children and their mothers participated. Children’s literacy level was assessed in kindergarten. Mothers and children were videotaped at home in a book reading activity, and…
Expanding the boundaries of shared book reading
Early shared book reading activities are considered to be a promising context for supporting young children’s language development. Ninety low socioeconomic status preschoolers and their mothers were randomly assigned to one of three groups: (1) e-book reading; (2) printed book reading; (3) regular kindergarten literacy program (control). Mothers of children in the intervention groups received guidance on how to read to their child, and had five …
How New Technology Influences Parent—child Interaction
This article reports on a study focusing on mother—child interactions during e-book reading compared to print book reading. Two different types of e-books were used, commercial and educational. Forty-eight kindergarten children and their mothers were assigned randomly to one of four groups, reading: (1) the printed book Just grandma and me; (2) the electronic commercial book Just grandma and me; (3) the printed book The tractor in the sandbox; an…
Electronic books versus adult readers
We 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. We 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 were randomly assigned to one of three subgroups. The two intervention groups included th…
Sociocultural factors in children’s written narrative production
Narrative themes, such as search and discovery, are universal and transcend the modularity of language, culture, time, and physical setting. Narratives share a cohesive organizational structure. This study, by assessing children’s written versions, examines their understanding and integration of the story structure of a series of simple black and white line drawings. The study was conducted with students from the second, fourth, and sixth grades …
Contextual and non-contextual knowledge in emergent literacy development
Mothers’ and teachers’ attributions of the academic functioning of Israeli second graders
Contextual and non-contextual knowledge in emergent literacy development
Electronic books versus adult readers
We 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. We 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 were randomly assigned to one of three subgroups. The two intervention groups included th…
Mothers’ and teachers’ attributions of the academic functioning of Israeli second graders
Mothers’ and teachers’ attributions of the academic functioning of Israeli second graders
Contextual and non-contextual knowledge in emergent literacy development
Sociocultural factors in children’s written narrative production
Narrative themes, such as search and discovery, are universal and transcend the modularity of language, culture, time, and physical setting. Narratives share a cohesive organizational structure. This study, by assessing children’s written versions, examines their understanding and integration of the story structure of a series of simple black and white line drawings. The study was conducted with students from the second, fourth, and sixth grades …
Electronic books versus adult readers
We 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. We 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 were randomly assigned to one of three subgroups. The two intervention groups included th…
How New Technology Influences Parent—child Interaction
This article reports on a study focusing on mother—child interactions during e-book reading compared to print book reading. Two different types of e-books were used, commercial and educational. Forty-eight kindergarten children and their mothers were assigned randomly to one of four groups, reading: (1) the printed book Just grandma and me; (2) the electronic commercial book Just grandma and me; (3) the printed book The tractor in the sandbox; an…
Book reading mediation, SES, home literacy environment, and children’s literacy
This article investigates the contribution of maternal mediation in storybook reading, socioeconomic status (SES), and home literacy environment (HLE) to children’s literacy level in kindergarten and first grade in Israeli Arabic-speaking families. A total of 109 kindergarten children and their mothers participated. Children’s literacy level was assessed in kindergarten. Mothers and children were videotaped at home in a book reading activity, and…
Expanding the boundaries of shared book reading
Early shared book reading activities are considered to be a promising context for supporting young children’s language development. Ninety low socioeconomic status preschoolers and their mothers were randomly assigned to one of three groups: (1) e-book reading; (2) printed book reading; (3) regular kindergarten literacy program (control). Mothers of children in the intervention groups received guidance on how to read to their child, and had five …
Dynamic Versus Static Dictionary With and Without Printed Focal Words in E‐Book Reading as Facilitator for Word Learning
We investigated the extent to which a dictionary embedded in an e‐book with static or dynamic visuals with and without printed focal words affects word learning. A pretest–posttest design was used to measure gains of expressive words' meaning and their spelling. The participants included 250 Hebrew‐speaking second graders from low‐socioeconomic status families who were randomly assigned to five equal groups. Four groups read the e‐book with a dic…
Can e-books support low SES parental mediation to enrich children’s vocabulary
This study examines whether an e-book with a dictionary could support parents’ mediation of new words during shared book reading, more than the child’s independent reading of an e-book with and without a dictionary. The participants included 128 kindergartners and 64 mothers who were randomly divided into four groups: independent reading of the e-book with a dictionary; joint mother–child reading of the e-book without a dictionary; joint mother–c…
Reading and Literacy Development (9 obras) · Psychology (8 obras) · Child Development and Digital Technology (7 obras) · Linguistics (7 obras) · Developmental psychology (5 obras) · Literacy (5 obras) · Reading (process) (5 obras) · Pedagogy (4 obras) · Computer Science (3 obras) · Context (archaeology) (3 obras)