{"id":{"repo_id":"vcu","oai_identifier":"oai:scholarscompass.vcu.edu:etd-2225"},"canonical_url":"https://search.dev.ndltd.org/etd/vcu/oai:scholarscompass.vcu.edu:etd-2225","repository":{"repo_id":"vcu","name":"Virginia Commonwealth University","base_url":"https://scholarscompass.vcu.edu/do/oai/"},"display":{"title":"Effects of Computerized Storybooks on Early Literacy Development of Preschool Children with Weak Self-Regulation Skills","abstract":"This study examined the effectiveness of two universally designed methods of instruction, teacher-mediated small group reading and individual use of an electronic book with limited teacher interaction, for preschool children who have been identified as having poor behavioral self-regulation. The sample consisted of 18 preschool children enrolled in an urban Head Start program. The children ranged in age from 43 months to 65 months. Children's measures included the Child Temperament and Personality Questionnaire-Short Form (CTPQ-SF), Peabody Picture Vocabulary Test (PPVT),Phonological Awareness Literacy Screening for Preschoolers (PALS-PreK) - the Print and Word Awareness subtest, an expressive vocabulary posttest, and a story retelling posttest. Both universally designed methods were effective in developing an internalization of the story vocabulary, as well as overall comprehension of the story.","abstract_html":"This study examined the effectiveness of two universally designed methods of instruction, teacher-mediated small group reading and individual use of an electronic book with limited teacher interaction, for preschool children who have been identified as having poor behavioral self-regulation. The sample consisted of 18 preschool children enrolled in an urban Head Start program. The children ranged in age from 43 months to 65 months. Children's measures included the Child Temperament and Personality Questionnaire-Short Form (CTPQ-SF), Peabody Picture Vocabulary Test (PPVT),Phonological Awareness Literacy Screening for Preschoolers (PALS-PreK) - the Print and Word Awareness subtest, an expressive vocabulary posttest, and a story retelling posttest. Both universally designed methods were effective in developing an internalization of the story vocabulary, as well as overall comprehension of the story.","abstract_has_math":false,"creators":["Land, Nora E."],"institution":null,"degree_name":"Master of Education","degree_level":"Thesis","degree_discipline":"Educational Studies","degree_department":null,"school":null,"contributors":["Dr. Evelyn Reed-Victor"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2007,"date_issued":"2007-01-01T08:00:00Z","date_published":"2007-01-01T08:00:00Z","updated_at":"2026-07-24T05:55:08Z","subjects":["vocabulary","comprehension","preschool children","storytelling","reading","learning","instruction","Education"],"languages":[],"rights":["© The Author"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarscompass.vcu.edu/etd/1226"],"render_values":[{"text":"https://scholarscompass.vcu.edu/etd/1226","href":"https://scholarscompass.vcu.edu/etd/1226","code":true}]}]},"links":{"outbound_url":"https://doi.org/10.25772/140R-2H72","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Evelyn Reed-Victor"]},{"key":"dc:creator","label":"Author","values":["Land, Nora E."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2014-07-09T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["vocabulary","comprehension","preschool children","storytelling","reading","learning","instruction","Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© The Author"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://doi.org/10.25772/140R-2H72","https://scholarscompass.vcu.edu/etd/1226"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study examined the effectiveness of two universally designed methods of instruction, teacher-mediated small group reading and individual use of an electronic book with limited teacher interaction, for preschool children who have been identified as having poor behavioral self-regulation. The sample consisted of 18 preschool children enrolled in an urban Head Start program. The children ranged in age from 43 months to 65 months. Children's measures included the Child Temperament and Personality Questionnaire-Short Form (CTPQ-SF), Peabody Picture Vocabulary Test (PPVT),Phonological Awareness Literacy Screening for Preschoolers (PALS-PreK) - the Print and Word Awareness subtest, an expressive vocabulary posttest, and a story retelling posttest. Both universally designed methods were effective in developing an internalization of the story vocabulary, as well as overall comprehension of the story."]},{"key":"dc:title","label":"Title","values":["Effects of Computerized Storybooks on Early Literacy Development of Preschool Children with Weak Self-Regulation Skills"]}]}],"canonical_facts":{"dc:contributor":["Dr. Evelyn Reed-Victor"],"dc:creator":["Land, Nora E."],"dc:date.available":["2014-07-09T07:00:00Z"],"dc:description.abstract":["This study examined the effectiveness of two universally designed methods of instruction, teacher-mediated small group reading and individual use of an electronic book with limited teacher interaction, for preschool children who have been identified as having poor behavioral self-regulation. The sample consisted of 18 preschool children enrolled in an urban Head Start program. The children ranged in age from 43 months to 65 months. Children's measures included the Child Temperament and Personality Questionnaire-Short Form (CTPQ-SF), Peabody Picture Vocabulary Test (PPVT),Phonological Awareness Literacy Screening for Preschoolers (PALS-PreK) - the Print and Word Awareness subtest, an expressive vocabulary posttest, and a story retelling posttest. Both universally designed methods were effective in developing an internalization of the story vocabulary, as well as overall comprehension of the story."],"dc:identifier":["https://doi.org/10.25772/140R-2H72","https://scholarscompass.vcu.edu/etd/1226"],"dc:rights":["© The Author"],"dc:subject":["vocabulary","comprehension","preschool children","storytelling","reading","learning","instruction","Education"],"dc:title":["Effects of Computerized Storybooks on Early Literacy Development of Preschool Children with Weak Self-Regulation Skills"],"thesis:degree_discipline":["Educational Studies"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Master of Education"]},"updated_at":"2026-07-24T05:55:08Z"}