Volume 14, Issue 3 (2023)
LRR 2023, 14(3): 289-320 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Wu Z, Amzah F. Researching the Effects of E-book on Children’s Emergent Reading Conducted from 1999 to 2022: A Bibliometric Review. LRR 2023; 14 (3) :289-320
URL: http://lrr.modares.ac.ir/article-14-67810-en.html
URL: http://lrr.modares.ac.ir/article-14-67810-en.html
1- School of Educational Studies, Universiti Sains Malaysia, Penang, Malaysia / Chongqing Preschool Education College, Wanzhou, China
2- School of Educational Studies, Universiti Sains Malaysia, Penang, Malaysia , fadzilahamzah@usm.my
2- School of Educational Studies, Universiti Sains Malaysia, Penang, Malaysia , fadzilahamzah@usm.my
Abstract: (1929 Views)
This study focused on capturing the research landscape of past studies related to the effects of electronic books on young children’s reading development from 1999 to 2022 through a bibliometric analysis. All 99 included bibliographic data were extracted from the Scopus database. The findings show an increasing trend in publications and citations over the last twenty years. The publications were distributed over six continents, namely North America, South America, Europe, Oceania, Africa, and Asia. The United States was the most productive country with the highest number of publications, h-index, and g-index. The foci of the research are (i) the important role digital device plays in children’s book reading; (ii) strategies taken by families and teachers to support the emergent literacy skills based on e-book; (iii) cognition and language skills domains in e-book reading among preschoolers. The findings of this study help researchers to understand the current landscape of research on e-book reading among preschoolers and provide guidelines for researchers to understand the core issues.
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |