Abstract
ABSTRACT 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 participants included 103 children (aged 5–6) from LSES families. They read the e-book in the kindergarten class six times. The children were tested pre, post 1 and post 2, on story focal words at the receptive, explanation and production level. Children who read the e-book with the dictionary and the teacher’s support learned more words than those, who read the e-book with the dictionary independently, and more than the control. Achievements were maintained after one month. Children with an initial low level progressed more than those with a high level. The findings and their implications are discussed.
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