E-Books and E-Book Apps: Considerations for Beginning Readers

Bates, Celeste C.; Klein, Adria F.; Schubert, Barbara; McGee, Lea M.; Anderson, Nancy; Dorn, Linda J.; McClure, Erin; Ross, Rachael Huber

doi:10.1002/trtr.1543

Cited by 25 publications

(23 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Other researchers have developed frameworks and evaluation criteria for establishing the quality of digital books. Namely, Bates et al. (2017) developed a framework that teachers can use to assess the quality of children’s digital books based on books’ contents and features.…”

Section: Resultsmentioning

confidence: 99%

“…Other researchers developed frameworks and evaluation criteria for establishing the quality of digital books. Namely, Bates et al (2017) developed a framework that teachers can use to assess the quality of children's digital books based on the books' content and features. Serafini, Kachorsky and Aguilera (2016) described their favourite picture-book apps to inspire teachers to use them in their classrooms.…”

Section: Format and Content Interplay (5 Studies)mentioning

confidence: 99%

See 1 more Smart Citation

Socio-material directions for developing empirical research on children’s e-reading: A systematic review and thematic synthesis of the literature across disciplines

Kucirkova

2019

Journal of Early Childhood Literacy

View full text Add to dashboard Cite

This review integrates literature on cross-disciplinary quantitative and qualitative studies related to children's reading on screen published between January 2016 and September 2017, with a focus on the researchers' epistemological perspectives on knowledge and learning. Johri's (2011) framework of socio-material assemblages, which synthesises epistemological dualities, is used to examine the ways in which researchers conceptualise children's learning with digital books. The review shows that extant empirical studies map directly onto the social part of Johri's framework (examination of child and adult variables and behavioural characteristics) and on the material aspects of children's digital books (examination of the book's content and features). Only theoretical studies pay equal attention to social and material aspects in their conceptualisation of children's reading on screen. Overall, it is recommended that in addition to cross-disciplinary and multiple methods, researchers consider socio-material assemblages to advance the field. A socio-material perspective could address time and space shifts in children's reading on screen and might provide the springboard for future epistemological developments within the field.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Format and Content Interplay (5 Studies)mentioning

confidence: 99%

Socio-material directions for developing empirical research on children’s e-reading: A systematic review and thematic synthesis of the literature across disciplines

Kucirkova

2019

Journal of Early Childhood Literacy

View full text Add to dashboard Cite

show abstract

“…Understanding students' individual personal and instructional needs while fostering interest and ability is a significant contributor to student success (Bates et al, 2016;Sparks, 2019). Teachers of advanced learners may struggle with a lack of support, knowledge, and resources that are required to educate this population of students (Dimitriadis, 2016;VanTassel-Baska & Stambaugh, 2012).…”

Section: Student Empowerment Via Individualized Instructionmentioning

confidence: 99%

“…Educational practices are developing to maximize learning by modifying teaching methods to meet students where they are and move them to where they need to be (Nicolae, 2014). It is important to enhance individualized reading instruction by providing opportunities to explore leveled text, match online instruction to the needs of middle school readers, and examine digital components that support diversified academic growth in the general classroom setting (Bates et al, 2016). Consequently, differentiated instructional approaches have received attention as a possible strategy to mitigate reading deficiencies and enhance reading skills in all student populations at all grade levels, middle school included.…”

Section: Student Empowerment Via Individualized Instructionmentioning

confidence: 99%

Differentiated Reading Instruction With Technology for Advanced Middle School Students’ Reading Achievement

Haymon

Wilson

2020

JERAP

View full text Add to dashboard Cite

Guided by the theory of differentiated instruction, this quantitative study evaluated the effectiveness of Achieve 3000, a technology-enhanced program for differentiating reading instruction. Achieve 3000 was fully implemented with fidelity in a local middle school that has a large percentage of advanced learners. Archived reading scores of 120 advanced Grade 6–8 students were compared pre- and postimplementation of Achieve 3000. A paired-samples t test examining the overall effect of the intervention indicated that students’ posttest LevelSet Lexile reading scores were significantly higher than their pretest scores. A mixed-design analysis of variance was used to examine the main and interaction effects of time (pretest vs. posttest) and grade level (Grades 6–8) on students’ LevelSet Lexile reading scores. A significant main effect of grade level and a significant time by grade interaction were present with Grade 6 advanced learners showing significantly greater increases in LevelSet Lexile reading scores following the Achieve 3000 intervention as compared to the other grade levels. These findings suggest that the Achieve 3000 program was effective for meeting the specialized differentiated instructional needs of advanced learners in reading. The implications for social change include offering educators viable, technology-enhanced options for effectively differentiating reading instruction for advanced learners resulting in enhanced academic achievement, thereby benefiting students and the school community.

show abstract

“…Although technology use in the classroom has increased recently, with the adoption of online standardized testing and district initiatives such as one‐to‐one programs, the quality of both the technology and implementation into the classroom has been uneven. Previous work has primarily focused on evaluating e‐books (Bates et al., ; Roskos, Brueck, & Lenhart, ), integrating technology into the classroom as a way to respond to texts (Baxa & Christ, ), use of technology in general in EL instruction (Andrei, ), creating rubrics to evaluate educational apps for the classroom (C.‐Y. Lee & Cherner, ) or evaluating iOS apps in terms of diversity and multiculturalism (Cherner & Fegely, ).…”

mentioning

confidence: 99%