Ofra Korat
Ofra Korat
Full Professor of Education, Bar Ilan University
Verified email at - Homepage
Cited by
Cited by
Reading electronic books as a support for vocabulary, story comprehension and word reading in kindergarten and first grade
O Korat
Computers & Education 55 (1), 24-31, 2010
Electronic books versus adult readers: Effects on children's emergent literacy as a function of social class
O Korat, A Shamir
Journal of Computer Assisted Learning 23 (3), 248-259, 2007
The educational electronic book as a tool for supporting children’s emergent literacy in low versus middle SES groups
O Korat, A Shamir
Computers & Education 50 (1), 110-124, 2008
Reading electronic and printed books with and without adult instruction: Effects on emergent reading
O Segal-Drori, O Korat, A Shamir, PS Klein
Reading and Writing 23, 913-930, 2010
Maternal mediation in book reading, home literacy environment, and children’s emergent literacy: A comparison between two social groups
O Korat, P Klein, O Segal-Drori
Reading and Writing 20, 361-398, 2007
Promoting vocabulary, phonological awareness and concept about print among children at risk for learning disability: Can e-books help?
A Shamir, O Korat, R Fellah
Reading and Writing 25, 45-69, 2012
Direct and indirect teaching: Using e-books for supporting vocabulary, word reading, and story comprehension for young children
O Korat, A Shamir
Journal of Educational Computing Research 46 (2), 135-152, 2012
The effects of CD-ROM storybook reading on low SES kindergarteners’ emergent literacy as a function of learning context
A Shamir, O Korat, N Barbi
Computers & Education 51 (1), 354-367, 2008
How to select CD‐ROM storybooks for young children: The teacher's role
A Shamir, O Korat
The Reading Teacher 59 (6), 532-543, 2006
How new technology influences parent—child interaction: The case of e-book reading
O Korat, T Or
First Language 30 (2), 139-154, 2010
Do Hebrew electronic books differ from Dutch electronic books? A replication of a Dutch content analysis
O Korat, A Shamir
Journal of Computer Assisted Learning 20 (4), 257-268, 2004
Sociodramatic play as opportunity for literacy development: The teacher's role
O Korat, E Bahar, M Snapir
The Reading Teacher 56 (4), 386-393, 2002
Expanding the boundaries of shared book reading: E-books and printed books in parent–child reading as support for children’s language
O Korat, A Shamir, S Heibal
First language 33 (5), 504-523, 2013
Contextual and non-contextual knowledge in emergent literacy development: A comparison between children from low SES and middle SES communities
O Korat
Early Childhood Research Quarterly 20 (2), 220-238, 2005
Developing an educational e-book for fostering kindergarten children's emergent literacy
A Shamir, O Korat
Computers in the Schools 24 (1-2), 125-143, 2007
Sensitivity to phonological, morphological, and semantic cues in early reading and writing in Hebrew
I Levin, O Korat
Merrill-Palmer Quarterly (1982-), 213-232, 1993
The contribution of early home literacy activities to first grade reading and writing achievements in Arabic
D Aram, O Korat, S Hassunah-Arafat
Reading and Writing 26, 1517-1536, 2013
The effects of CD-ROM storybook reading on Israeli children’s early literacy as a function of age group and repeated reading
O Korat
Education and Information Technologies 14, 39-53, 2009
The effect of maternal teaching talk on children's emergent literacy as a function of type of activity and maternal education level
O Korat
Journal of Applied Developmental Psychology 30 (1), 34-42, 2009
The effect of activity with e-book on vocabulary and story comprehension: A comparison between kindergarteners at risk of learning disabilities and typically developing …
A Shamir, O Korat, I Shlafer
Technology and Students with Special Educational Needs, 33-44, 2016
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