Effects of Multimedia-Enhanced Storybooks on Young Children's Vocabulary and Comprehension Knowledge: A Meta-Analysis

Anguiano, Carlos

doi:10.3102/1690401

Cited by 2 publications

(2 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The overall negative effect of on-screen reading on comprehension outcomes appeared in those studies in which the experimental reading task was performed in individual sessions, as compared to group sessions. This is against the expectation that, as readers may need further increased attention during on-screen reading to perform similarly to reading in print, a context that adds further distraction, such as group reading, may particularly potentiate the screen inferiority effect (Anguiano, 2020;Latini & Bråten, 2022). A potential explanation for this paradoxical effect may look at an interaction between activity and reader characteristics.…”

Section: Activity Factorsmentioning

confidence: 97%

Reading comprehension on handheld devices versus on paper: A narrative review and meta-analysis of the medium effect and its moderators.

Salmerón,

Altamura,

Delgado

et al. 2024

Journal of Educational Psychology

View full text Add to dashboard Cite

As handheld devices, such as tablets, become a common tool in schools, a critical and urgent question for the research community is to assess their potential impact on educational outcomes. Previous meta-analytic research has evidenced the "screen inferiority effect": Readers tend to understand texts slightly worse when reading on-screen than when reading the same text in print. Most primary studies from those metaanalyses used computers as on-screen reading devices. Accordingly, the extent to which handheld devices, which provide a reading experience closer to books than computers, are affected by the screen inferiority effect remains an open question. To address this issue, we reviewed relevant literature regarding potential moderating factors for the screen inferiority effect through the lenses of the reading for understanding framework. We then performed two meta-analyses aimed at examining the differences in reading comprehension when reading on handheld devices, as compared to print. Results from the two multilevel random-effect meta-analyses, which included primary studies that used either between-participant (k = 38, g = −0.113) or within-participant (k = 21, g = −0.103) designs, consistently showed a significant small size effect favoring print text comprehension. Moderator analyses helped to partially clarify the results, indicating in some cases a higher screen inferiority effect for undergraduate students (as compared to primary and secondary school students) and for participants who were assessed individually (as opposed to in groups). We discuss the need to continue fostering print reading in schools while developing effective ways to incorporate handheld devices for reading purposes. Educational Impact and Implications StatementHandheld devices, such as tablets, are widely used in schools as reading devices. Our synthesis of existing studies indicates that readers comprehend slightly better when they read a text in print as opposed to on a handheld device. In-print reading can be considered as an efficient way to promote students' text comprehension.

show abstract

Section: Activity Factorsmentioning

confidence: 97%

Reading comprehension on handheld devices versus on paper: A narrative review and meta-analysis of the medium effect and its moderators.

Salmerón,

Altamura,

Delgado

et al. 2024

Journal of Educational Psychology

View full text Add to dashboard Cite

show abstract

“…Bu durumda öğretmenlerin, öğretim programında belirtilen amaçlara ulaşılabilmesini ve öğrencilerin kişisel söz varlığı gelişiminin güvence altına alınabilmesini sağlamak üzere ders kitaplarında yer alan kelime öğretim etkinliklerinin yanı sıra bu sürecin iyileştirilmesine yardım edecek başka uygulamaları da devreye koyması gerekmektedir. Klasik kelime öğretimi anlayışının dışındaki çeşitli sözcük öğretim yöntemlerinin kelime hazinesi üzerindeki pozitif etkilerinin test edildiği araştırmaların (Elleman, Oslund, Griffin ve Myers, 2019;Gellert, Arnbak ve Elbro, 2020;Göçer ve Koçak, 2020;Kiriş, 2022;Maden, 2020;Sevim, 2019;Tavşanlı, Kaldırım ve Gedikli, 2021;Yaşar Sağlık, 2022;Yeğen, 2020) ve bu yöntemlerin yaygın etkisinin karşılaştırıldığı meta-analizlerin (Anguiano, 2020;Kansızoğlu, 2017) sonuçları da bu gerekliliği doğrular niteliktedir.…”

Section: Anahtar Kelimelerunclassified

Ana Dili Eğitiminde Kullanılan Kelime Öğretim Stratejilerinin Belirlenmesi

Memiş

2024

View full text Add to dashboard Cite

Ana dilinin edinimi sürecinde insanların öncelikle aile ve yakın çevreleriyle daha sonra da içinde yaşadıkları toplumla iletişim kurabilmek için gereksinim duyduğu sözcükler, bulundukları aile ve sosyal çevre koşullarıyla bağlantılı ve orantılı bir biçimde edinim yoluyla kelime hazinesine katılmaktadır. Edinim yoluyla kazanılmış kişisel söz varlığı, temel iletişimi sağlamak, kişisel ihtiyaçları karşılamak, akranlarla etkileşime girmek ve ilgili duyulan konularda merakı gidermek için yeterli olabilir. Ancak bireyler zihinsel, ruhsal ve fiziksel olarak yeterli olgunluğa ulaştıklarında, edinim yoluyla kazanılmış kişisel söz varlığı, farklı konularda bilgi edinme, düşüncelerini ifade etme ve dünya bilgisini genişletme konularında yetersiz kalabilir. Sözü edilen sınırlı kelime hazinesi, dili kullanarak iş

show abstract

Effects of Multimedia-Enhanced Storybooks on Young Children's Vocabulary and Comprehension Knowledge: A Meta-Analysis

Cited by 2 publications

References 0 publications

Reading comprehension on handheld devices versus on paper: A narrative review and meta-analysis of the medium effect and its moderators.

Reading comprehension on handheld devices versus on paper: A narrative review and meta-analysis of the medium effect and its moderators.

Ana Dili Eğitiminde Kullanılan Kelime Öğretim Stratejilerinin Belirlenmesi

Contact Info

Product

Resources

About