Effects of a Tablet PC-based Book Reading Program on Vocabulary, Reading Attitude, and Self-efficacy in Children with Reading Difficulties

Abstract

This article is based on a data from the first author's master's thesis. Objectives: The purpose of this study was to examine the effects of a tablet PC-based reading program on vocabulary, reading attitude and self-efficacy in children with reading difficulties. To increase positive attitudes toward reading and vocabulary skills, various media was used to help improve reading achievement. Methods: The participants were 15 third and fourth graders with reading difficulties, who were randomly divided into three groups: a tablet PC-based storybook reading group, a traditional paper-based storybook reading group, and a control group not utilizing any storybook reading program. The tablet PCbased and paper-based reading program were conducted three times per week for 5 weeks for a total of 15 sessions. Pre-and post-tests on vocabulary, reading attitude and self-efficacy were conducted to investigate the effectiveness of the reading programs. The test scores were analyzed using non-parametric statistical methods. Results: The results indicated that the composite scores of reading attitude and self-efficacy increased in both experimental groups. There were also significant increases in vocabulary scores for the paperbased reading group. Conclusion: The results demonstrated that regardless of the media used, the storybook reading program itself had positive effects on the vocabulary, reading attitudes and self-efficacy of children with reading difficulties. While the storybook reading program using various media contributed to positive reading attitudes and self-efficacy, the paper-based storybook program had positive effects on vocabulary.