We examined intervention programs using an e-book with expansions for promoting story comprehension developed for this study. In program (a), teachers received coaching on how to support the children while activating the e-book with expansions aimed at supporting the story content; in program (b), the children worked independently with the e-book with expansions; in program (c), the children worked with the e-book without expansions (control). In all three programs, the children read the e-book in the kindergarten six times over the course of three weeks. The participants included 160 kindergarteners (aged 5–6) from LSES neighborhoods. A clear advantage was found for children whose teachers received coaching on e-book reading, followed by children’s independent reading of the e-book with expansions. The control group showed the least progress. Children with a low initial level in story comprehension demonstrated the biggest progress. The findings and their implications are discussed.

我们使用电子书检查了干预计划，该电子书具有为促进本研究开发的故事理解而进行的扩展。在计划（a）中，教师接受了如何支持孩子的指导，同时激活电子书，扩展旨在支持故事内容；在方案 (b) 中，孩子们独立使用扩展的电子书；在程序（c）中，孩子们在没有扩展（控制）的情况下使用电子书。在所有三个项目中，孩子们在三周内在幼儿园阅读了六次电子书。参与者包括来自 LSES 社区的 160 名幼儿园儿童（5-6 岁）。发现教师接受电子书阅读辅导的孩子具有明显的优势，其次是儿童独立阅读扩展的电子书。对照组的进展最小。故事理解的初始水平较低的孩子表现出最大的进步。讨论了这些发现及其影响。