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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 13 of 13 1 Continuity in literacy achievements from kindergarten to first grade: a longitudinal study of Arabic-speaking children [<Journal>] Hassunah Arafat, Safieh [Verfasser]; Korat, Ofra [Sonstige]; Aram, Dorit [Sonstige]. DNB Subject Category Language Show details 2 E-book as facilitator of vocabulary acquisition: support of adults, dynamic dictionary and static dictionary Turgeman, Merav; Korat, Ofra; Levin, Iris... In: Reading and writing. - New York, NY : Springer Science+Business Media 27 (2014) 4, 613-629 BLLDB OLC Linguistik Show details 3 Expanding the boundaries of shared book reading: E-books and printed books in parentchild reading as support for childrens language Korat, Ofra; Shamir, Adina; Heibal, Shani In: First language. - London [u.a.] : SAGE Publ. 33 (2013) 5, 504-523 OLC Linguistik Show details 4 Book reading mediation, SES, home literacy environment, and childrens literacy: Evidence from Arabic-speaking families Korat, Ofra; Arafat, Safieh H.; Aram, Dorit... In: First language. - London [u.a.] : SAGE Publ. 33 (2013) 2, 132-154 OLC Linguistik Show details 5 The contribution of early home literacy activities to first grade reading and writing achievements in Arabic Aram, Dorit; Korat, Ofra; Hassunah-Arafat, Safieh In: Reading and writing. - New York, NY : Springer Science+Business Media 26 (2013) 9, 1517-1536 OLC Linguistik Show details 6 Preschoolers' Listening Comprehension of Digital Storybooks Paciga, Kathleen A.. - 2012 Abstract: Dissertation 2011 ; Research has shown that the activity, the text and the individual contribute to text comprehension. This study examines listening comprehension outcomes from a digital storybook environment. Prior to listening to a digital storybook, 152 at-risk preschoolers were assessed for knowledge (receptive vocabulary, topic knowledge, domain knowledge of computers) and interest in the storybook. Each student was randomly assigned to listen to one of four presentation formats of Stellaluna (Canon, 1993) that varied in the audio and visual components of its presentation and its interactivity. Following the story listening activity, each child’s listening comprehension was assessed. To examine the effects of various features of digital storybooks (e.g., interactivity, animation, extra-textual supports) on listening comprehension a MANOVA was run and yielded significant effects of story listening condition and age on the combination of listening comprehension measures (picture sequencing task and explicit/implicit comprehension probes). A Condition X Age interaction was not detected. Planned contrasts indicate the presentation format with extra-textual, inter-character dialogue to support the story’s plot may have been related to higher explicit listening comprehension scores. To examine the relationship between variables associated with the individual and listening comprehension outcomes, each measure of listening comprehension was entered as a criterion variable with knowledge variables as predictors in multiple regression. Interest variables were omitted from these analyses because of low return rates and ceiling effects. Results indicate receptive vocabulary, domain and topic knowledge are not significant predictors of story sequencing for any age group participating in this study. Receptive vocabulary, domain and topic knowledge are significant predictors of both explicit and implicit comprehension, with more of the variance in explicit and implicit comprehension of three-year-old participants accounted for by domain, or computer, knowledge. This study concludes that the digital storybooks employed insufficiently supported preschoolers’ listening comprehension; very low means were exhibited on all listening comprehension outcomes. This study also recommends that the field continues advocating for purposeful inclusion of technology with young children in schools, particularly in communities at-risk for reading failure where parents are less likely to have access to the newest technologies. Limitations and implications for future research are discussed. Keyword: at-risk populations; early literacy; technology URL: http://hdl.handle.net/10027/8305 BASE Hide details 7 Literacy Development and Enhancement Across Orthographies and Cultures Aram, Dorit [Herausgeber]; Korat, Ofra [Herausgeber]. - Boston, MA : Springer US, 2010 DNB Subject Category Language Show details 8 How New Technology Influences Parent-child Interaction: The Case of e-book Reading Korat, Ofra; Or, Tal In: First language. - London [u.a.] : SAGE Publ. 30 (2010) 2, 139-154 OLC Linguistik Show details 9 Literacy Development and Enhancement Across Orthographies and Cultures Aram, Dorit [Herausgeber]; Korat, Ofra [Herausgeber]. - Berlin : Springer US, 2009 DNB Subject Category Language Show details 10 Maternal Evaluations of Children's Emergent Literacy Level, Maternal Mediation in Book Reading, and Children's Emergent Literacy Level: A Comparison Between SES Groups Korat, Ofra; Haglili, Sharon In: Journal of literacy research. - Thousand Oaks, Calif. : Sage Publications 39 (2007) 2, 249 OLC Linguistik Show details 11 Maternal mediation in book reading, home literacy environment, and children’s emergent literacy: a comparison between two social groups Korat, Ofra; Klein, Pnina; Segal-Drori, Ora In: Reading and writing. - New York, NY : Springer Science+Business Media 20 (2007) 4, 361 OLC Linguistik Show details 12 Do Children Who Read More Books Know "What is Good Writing" Better Than Children Who Read Less? A Comparison Between Grade Levels and SES Groups Korat, Ofra; Schiff, Rachel In: Journal of literacy research. - Thousand Oaks, Calif. : Sage Publications 37 (2005) 3, 289-324 OLC Linguistik Show details 13 Spelling Acquisition in Two Social Groups: Mother-Child Interaction, Maternal Beliefs and Child's Spelling Korat, Ofra; Levin, Iris In: Journal of literacy research. - Thousand Oaks, Calif. : Sage Publications 34 (2002) 2, 209-236 OLC Linguistik Show details

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