%0 Journal Article
%T Can e
%A Daphna Shneor
%A Ofra Korat
%J First Language
%@ 1740-2344
%D 2019
%R 10.1177/0142723718822443
%X 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¨Cchild reading of the e-book without a dictionary; joint mother¨Cchild reading of the e-book with a dictionary, and independent reading of the e-book without a dictionary (control). For each target word, the dictionary presented (1) word meaning, (2) word meaning within the story context, and (3) a combined meaning. Pre- and posttests included receptive and expressive understanding of the dictionary words. E-books were read four times. Reading the e-book with a dictionary and maternal mediation was the most effective for receptive and expressive word learning, followed by independent reading with the dictionary. Mothers who read the e-book with a dictionary mediated at a higher level than mothers who read without a dictionary. The intervention contributed to advancement in learning new words beyond children¡¯s initial vocabulary level. The research implications are presented in the discussion
%K e-book
%K low SES
%K parental mediation
%K vocabulary
%K young children
%U https://journals.sagepub.com/doi/full/10.1177/0142723718822443