<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Roskos,Kathleen</style></author><author><style face="normal" font="default" size="100%">Burstein,Karen</style></author><author><style face="normal" font="default" size="100%">You,Byeong-Keun</style></author><author><style face="normal" font="default" size="100%">Brueck,Jeremy</style></author><author><style face="normal" font="default" size="100%">OBrien,Carolyn</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">A Formative Study of an E-book Instructional Model in Early Literacy</style></title><secondary-title><style face="normal" font="default" size="100%">Creative Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Electronic book readers</style></keyword><keyword><style  face="normal" font="default" size="100%">Preschool children</style></keyword><keyword><style  face="normal" font="default" size="100%">Reading Instruction</style></keyword><keyword><style  face="normal" font="default" size="100%">Teaching Methods</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://ezproxy.uky.edu/login?url=http://search.proquest.com/docview/866741980?accountid=11836</style></url></web-urls></urls><number><style face="normal" font="default" size="100%">1</style></number><volume><style face="normal" font="default" size="100%">2</style></volume><pages><style face="normal" font="default" size="100%">10-17</style></pages><isbn><style face="normal" font="default" size="100%">21514755</style></isbn><abstract><style face="normal" font="default" size="100%">E-books will likely be a part of future early childhood classrooms, and in light of the thin evidence based on their role in curriculum and instruction, this is formative study to investigate what e-book pedagogy for early literacy might look like in the early childhood classroom (Reigeluth &amp; Frick, 1999). At this early stage of prototype creation, an e-book instructional model that was purposefully underspecified to allow a wide-angle view of what it takes and what happens when e-book technology is inserted into the pre-school classroom is conceptualized. Salient indicators of each component were identified, organized at different levels of abstraction, and assigned ratings to yield an assessment of design strengths and weaknesses as a basis for further model development. In brief, the design analysis revealed the need for better quality e-books; more precise design specifications for an e-book nook in the classroom setting; more explicit guidance for child engagement during e-book reading sessions; and stronger teacher training on &quot;how to&quot; use instructional procedures and skills in shared e-book reading.</style></abstract><notes><style face="normal" font="default" size="100%">Copyright Scientific Research Publishing Mar 2011; Mar 2011; English; United States–US; 10-17; Studies; Statistical analysis; Electronic book readers; Preschool children; Design; Teaching methods; Reading instruction; 866741980; Irvine; Roskos, Kathleen; Burstein, Karen; You, Byeong-Keun; Brueck, Jeremy; OBrien, Carolyn;</style></notes></record></records></xml>