Ofra Korat

Ofra Korat
Bar Ilan University | BIU · School of Education

Professor

About

69
Publications
48,005
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
2,366
Citations
Introduction
Early literacy Technology and early literacy Family , SES, emergent reading and writing E-books for early language ans litewracy

Publications

Publications (69)
Chapter
This chapter focuses on mothers’ mediation in a book-reading activity through the lens of the MISC model. It aims to expand the understanding of the nature of this activity in families from different socioeconomic statuses (SES). We present an example of a study whose questions were: (1) Is the mother’s reading mediation related to children’s emerg...
Article
Learning words in Modern Standard Arabic (MSA) and story retelling was tested using an e-book with dictionary. One hundred and sixty-three Arabic-speaking kindergartners were randomly divided into 5 groups. The experimental groups read the e-book with a dictionary: (1) with a dynamic illustration and a request to vocalize the word; (2) with a dynam...
Article
Full-text available
We examined intervention programs using an e-book with expansions for promoting story comprehension developed for this study. In program (a), teachers received coaching on how to support the children while activating the e-book with expansions aimed at supporting the story content; in program (b), the children worked independently with the e-book w...
Article
Full-text available
The study focuses on the beliefs of Arabic-speaking mothers in Israel relating to early literacy, and the relations between their beliefs and their children’s actual early literacy skills. Participants included 113 mothers and their 5-6-year-old preschool children. At the families’ homes, mothers reported about the richness of the home literacy env...
Article
We examined an intervention in kindergarten using an e-book for vocabulary enrichment. In programme (a), the children read the e-book with a dictionary and the teacher’s support. In programme (b), the children read the e-book with the dictionary independently. In programme (c), the children read the e-book without a dictionary (control). The partic...
Article
Full-text available
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-b...
Article
Full-text available
We examined the relation between mothers’ word explanation and story content expansion during shared book reading, family socio-economic status (SES) and children’s language. The participants included 90 mothers and their children (aged 5–6 years) from low and middle SES. Mother–child storybook reading was videotaped, and the child’s vocabulary, st...
Article
Full-text available
The contribution of repeated e-book reading with and without word explanation support and its effect on receptive and expressive word learning among preschoolers was examined. Seventy-eight kindergartners were randomly divided into an experimental and a control group. The experimental group received two individual reading sessions of an e-book with...
Article
Full-text available
We examined whether eBooks for children (aged 3 to 8) available on the market can serve as a good support for language and literacy. This follows studies published 10 years ago, which showed that children's e-books are usually overloaded with multimedia effects that distract children from the storyline, and from language and literacy learning. Sixt...
Article
Full-text available
The study addressed the question of continuity in literacy achievements from kindergarten to first grade among Arabic-speaking children in Israel. We examined (1) how age and family socio-economic status (SES) predict children’s literacy skills in kindergarten and (2) how age, SES, and early literacy skills in kindergarten predict literacy achievem...
Article
We researched the efficacy of an early literacy programme in enhancing immigrant children’s phonological awareness (PA) and print knowledge, including transferring learning to numeracy. Participants were 294 Ethiopian-born immigrant children in Israel at kindergarten age and one of their parents. Parent–child dyads were randomly selected to receive...
Article
Full-text available
E-book and printed book reading in different contexts as emergent literacy facilitator Abstract We present three studies that focused on preschooler’s e-book reading in different contexts aimed at supporting children’s early literacy. Study 1 researched the impact of children’s age and number of independent readings on phonological awareness and wo...
Article
Full-text available
This article reviews the authors' findings regarding the electronic book's (e-book's) support of emergent reading among kindergarten-aged children at-risk for reading difficulties. All the studies involved use of educational e-books specially designed by the authors to promote literacy among young children in the 5–6 age group. The review focuses o...
Chapter
Full-text available
קריאת ספר לילד נחשבת לאחת הפעילויות החשובות לקידום החשיבה והשפה עבור ילדים צעירים. במחקר הנוכחי נדון בפעילות אם ילד בעת קריאת ספר ותרומתה לשפה ולאוריינות הילד הערבי בגן ובכיתה א'.
Article
Full-text available
We investigated the effects of three facilitators: adults’ support, dynamic visual vocabulary support and static visual vocabulary support on vocabulary acquisition in the context of e-book reading. Participants were 144 Israeli Hebrew-speaking preschoolers (aged 4–6) from middle SES neighborhoods. The entire sample read the e-book without a dictio...
Chapter
Full-text available
Mother-Child Literacy Activities and Early Literacy in the Israeli Arab Family Abstract Our chapter focuses on the language and literacy development of Israeli Arabic-speaking kindergarten children within the context of their family. We researched two different literacy activities: storybook reading and joint word writing. The chapter presents res...
Article
Full-text available
E-books as support for young children’s language and literacy: The case of Hebrew-speaking children Abstract In this paper we present a series of studies performed in the last decade that examined the contribution of e-books reading to the language and literacy of young Hebrew-speaking children. Children worked with two e-books designed by the res...
Article
Full-text available
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 sta...
Article
Two studies which investigated the contribution of reading electronic books (e-books) to kindergarteners' literacy are presented in this article. In the first, the contribution of independent e-book reading compared to adult reading of a printed book to a child was investigated with a comparison between two socioeconomic statuses (SES). One hundred...
Article
Full-text available
This longitudinal study assessed the literacy development of native Arabic-speaking children from kindergarten to the end of first grade, focusing on the role of home literacy activities (mother–child shared book reading and joint writing). The contribution of these activities in kindergarten to children’s reading and writing at the end of first gr...
Article
Full-text available
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 o...
Article
We explored the sociocultural context of early literacy development among Arabic-speaking kindergartners in Israel, focusing on the nature of mother–child joint writing. Eighty-nine kindergartners and their mothers participated. Mothers were videotaped in their homes while helping their children write words. Early literacy was evaluated by alphabet...
Book
Presenting cutting-edge studies from various countries into the theoretical and practical issues surrounding the literacy acquisition of at-risk children, this volume focuses specifically on the utility of technology in supporting and advancing literacy among the relevant populations. These include a range of at-risk groups such as those with learn...
Chapter
The effects of e-book reading on children’s emergent reading with and without adult mediation were investigated. One hundred and twenty-eight 5–6-year-old kindergarten children from low SES families were randomly assigned to one of four groups (32 children each): (1) independently reading the e-book, (2) reading the e-book with adult mediation, (3)...
Chapter
Being a well-integrated person in contemporary technologically oriented society requires more than the mastery of traditional reading and writing skills. While essential mainly for acquiring knowledge, occupational success, and improvement in socioeconomic status worldwide, the computer age demands broadening application of these skills and the int...
Chapter
Full-text available
As computers increasingly become part of everyday items in the home and the kindergarten, young children are increasingly exposed to an emerging reading medium, the electronic book (“e-books,” “living book,” or “CD-ROM storybook”). Yet, studies on its effectiveness for students at risk remain limited in number and scope. In the current chapter, we...
Article
Full-text available
We examine the effect of direct and indirect teaching of vocabulary and word reading on pre-kindergarten and kindergarten children following use of an electronic storybook (e-book). The children in each age group were randomly assigned to an intervention group which read the e-book or to a control group which was afforded the regular school program...
Article
Full-text available
The purpose of the present study was to investigate the effect of activity with an educational electronic book (e-book), as compared with adult reading of the printed version of the same book, on the vocabulary, phonological awareness as well as concept about print of preschool children at risk for learning disabilities. The study involved the part...
Article
Full-text available
The question posed in the current study is whether software alone is a sufficient tool for supporting young children’s emergent writing. We researched the effect of reading an electronic book (e-book) on kindergarten children’s emergent word writing with and without adult support. Ninety-six 5 to 6years old children from low socioeconomic status (S...
Article
Full-text available
The purpose of the current study was to investigate the effectiveness of e-book activity for vocabulary acquisition and story comprehension among kindergarteners at risk for learning disabilities (LD) as opposed to typically developing (TD) children. Participants included 136 children aged between five and seven (M = 71.2; SD = 5.64, in months), 75...
Article
Full-text available
The relationship between mothers' and teachers' estimations of 60 children's literacy level and their actual performance were investigated in two different socio-economic status (SES) groups: low (LSES) and high (HSES). The children's reading (fluency, accuracy and comprehension) and spelling levels were measured. The mothers evaluated their own ch...
Article
Full-text available
We investigated the effect of repeated readings of an electronic book (e-book) on pre-kindergarten and kindergarten children from low (n = 127) and middle (n = 120) SES groups. Children were randomly assigned to one of three options: reading an e-book in five sessions, reading an e-book in three sessions, or receiving the regular kindergarten progr...
Article
The effects of e-book and printed book reading on children's emergent reading with and without adult mediation were investigated. Educational electronic storybooks developed to support young children's early literacy were used. One hundred and twenty eight 5 to 6 year-old kindergarten children from low SES families were randomly assigned to one of...
Article
Full-text available
The effects of electronic book (e-book) and printed book reading on children’s emergent reading with and without adult instruction were investigated. One hundred twenty-eight 5- to 6-year-old kindergarten children from low SES families were randomly assigned to one of four groups (32 children each): (1) independently reading the e-book (EB); (2) re...
Article
Full-text available
The effect of reading an electronic storybook (e-book) on Israeli children’s language and literacy was examined in kindergarten children (N = 40; age 5:2–6:3) compared to first graders (N = 50; age 6:3–7:4). The children in each age group were randomly assigned to two groups: an intervention group which read the e-book five times and a control grou...
Article
Full-text available
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...
Article
Full-text available
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 wi...
Article
Full-text available
The effects of reading a CD-ROM storybook on children’s early literacy were examined as a function of their age group and the number of times they used the software. The investigation was carried out on 214 children: 108 pre-kindergarten children (aged 4:2 to 5:3) and 106 kindergarten children (aged 5:3–6:4). This population included 107 girls and...
Article
Full-text available
The relationship between mothers’ and educators’ evaluation of 75 children’s emergent literacy levels and actual levels were investigated. Two groups of mothers participated: mothers with a low education and mothers with a high education. The children’s emergent literacy was measured. The mothers evaluated their own children and 40 teachers evaluat...
Article
Full-text available
This study examined the extent to which maternal education affects mothers' teaching talk level as a function of activity (book reading vs. looking at a family photo album), and the contribution of maternal teaching talk level during these activities to 88 five- to six-year old children's emergent literacy. Videotaped mother-child interactions were...
Article
We investigated the effects of a highly rated commercial electronic book (e-book) for young children on kindergarteners’ emergent literacy skills within the context of paired peer versus individual use of the e-book. The sample of 110 kindergarteners had a mean age of 5.64 years and approximately equal numbers of boys and girls, randomly chosen fro...
Article
The effects of an educational electronic book (e-book) on 149 five- to six-year-old kindergarteners’ emergent literacy levels were researched in two SES groups: low (LSES) (79 children) vs. middle (MSES) (70 children). In each SES group, children were randomly assigned to four groups. Three groups were assigned to work individually in one of three...
Article
Full-text available
This study was designed to investigate the cognitive and emotional nature of the book-reading mediation of fathers and mothers to their preschool children. Thirty-nine families (each including a mother, a father, and their kindergarten child) participated in this study: 19 of low SES (LSES) and 20 of middle SES (MSES). The mothers' and fathers' int...
Article
Full-text available
This preliminary study investigated the effects of a novel educational electronic book (e-book) developed by the authors to further kindergarteners' emergent literacy skills within a “paired-learning” versus “individual learning” context. Of the 72 children randomly chosen from three kindergartens in a low SES township in the country where the rese...
Article
Abstract 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 e...
Article
Full-text available
This study examined whether maternal evaluations of children's emergent literacy (EL) levels, maternal mediation during a book-reading activity with children, and the children's EL levels differ as a function of socioeconomic status (SES; low vs. high), and whether the relationships between these variables differ as a function of SES levels. Study...
Article
Full-text available
The researchers addressed two questions: (1) Does maternal reading mediation and family home literacy environment (HLE) relate to children’s emergent literacy (EL) level? and (2) Do the relationships among these variables differ as a function of socioeconomic strata (SES) level. A total of 94 5–6-year-old children, 47 from low SES (LSES) and 47 fro...
Article
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 w...
Article
Full-text available
In this chapter, we review two studies we conducted that focused on mother–child joint writing activity as a function of their sociocultural background and its relation to the child's literacy level in two age groups: kindergartners and second graders. In the first study with second graders, we compared two socioeconomic-status (SES) groups, high S...
Article
Full-text available
This article addresses some key criteria for educators as they choose CD-ROM storybooks for young children's literacy development. The article includes: (1) A review of the pertinent literature on the quality and appropriateness of CD-ROM storybooks for literacy development; (2) An evaluation questionnaire to guide teachers in selecting CD-ROM stor...
Article
Full-text available
We investigated how SES, grade level, and book reading experiences are related to children's writing self-efficacy as well as to their knowledge of “good writing” and “writing difficulties.” The sample included 199 middle- high (HSES) and low (LSES) SES children (63 second graders, 67 fourth graders, and 69 sixth graders). Gender and SES (low and h...
Article
Abstract This replication study of Hebrew versus Dutch electronic books for young children was based on De Jong & Bus's content analysis, which explored whether e-books are appropriate supports for young children's literacy development. Our criteria for analysing 43 Hebrew e-books for young children included book processing, multimedia in pictures,...
Article
Full-text available
Mothers’ and teachers’ academic attributions of second graders (20 girls; 20 boys) were investigated. Children were recruited equally from high versus low SES schools. Mothers evaluated their own children and teachers evaluated 10 children in each of four classrooms – compared to classmates – in six domains: reading, writing, arithmetic, fine motor...
Article
Full-text available
In this study in Israel, one teacher supported literacy through play in her kindergarten class with promising results.
Article
Spelling was investigated from socio-cultural and cognitive perspectives among low and high SES groups. Collaborative writing among 40 mothers and their second-grade children was observed, and maternal beliefs on spelling were extracted from interviews. Children's spelling was assessed prior to interaction. LSES children had more spelling errors an...
Article
We investigated the nature of mother–child collaborative text writing, maternal pedagogical beliefs, and children's independent text writing in two socioeconomic strata (SES) groups. Collaborative writing among 40 mothers and their second grade children, equally divided between low SES (LSES) and high SES (HSES), was observed at home. Maternal beli...
Article
This paper presents five key aspects of cultural pedagogy theory: social interactions, self-identity, externalization of inner thought, educational institutions, and narratives. These are viewed as critical vehicles to fostering the child''s literacy development in early childhood, among other things. Within this sociocognitive theoretical frame wo...
Article
Full-text available
Studied emergent literacy in Hebrew by analyzing the attempts of 34 nursery children (aged 4 yrs 8 mo to 6 yrs 4 mo) and 32 kindergartners (aged 5 yrs 8 mo to 6 yrs 8 mo) to write and read pairs of nouns. The noun pairs were selected to represent differences along the linguistic dimensions of phonology, semantic content, and morphological complexit...