How Well Suited are Electronic Books to Supporting Literacy?

Jong, Maria T. de; Bus, Adriana G.

doi:10.1177/14687984030032002

Cited by 163 publications

(147 citation statements)

References 13 publications

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“…If the purpose of the reading is to enrich vocabulary, it is possible that there is no need to repeat the entire story reading several times, and perhaps repeated exposure to the word's meaning by the dictionary will be sufficient for this purpose. Rereading the story many times may sometimes be demanding and boring for some children, and this might also reduce their cooperation (see for example, de Jong & Bus, 2003). Short and focused repetition of the meaning of words in the story context may require fewer cognitive resources, but still facilitate new words learning.…”

Section: Discussionmentioning

confidence: 99%

Repeated E-book Reading and Its Contribution to Learning New Words among Kindergartners

Korat¹,

Kozlov-Peretz²,

Segal-Drori³

2017

JETS

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The contribution of repeated e-book reading with and without word explanation support and its effect on receptive and expressive word learning among preschoolers was examined. Seventy-eight kindergartners were randomly divided into an experimental and a control group. The experimental group received two individual reading sessions of an e-book with a dictionary that provided word explanations. The children clicked on hotspots which provided the explanation two more times. The children thus heard the meaning of the word three times in each session, with a total of six times. Not all difficult words received a dictionary explanation. The control group received the regular kindergarten program. The children's receptive word learning, word explanation and production of focal words were tested pre and post intervention. An improvement in all dependent measures was found post-intervention, compared to the control group. The dictionary in the e-book supported not only receptive word learning, but also word explanation. Words that received a dictionary explanation supported word learning better than words which were not included in the dictionary. Furthermore, receiving support six times was more effective than three times. Educational implications are discussed.

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Section: Discussionmentioning

confidence: 99%

Repeated E-book Reading and Its Contribution to Learning New Words among Kindergartners

Korat¹,

Kozlov-Peretz²,

Segal-Drori³

2017

JETS

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“…Many commercial E-books do not necessarily promote language and literacy development among young children (De Jong & Bus, 2003;Korat & Shamir, 2004;. Studies have reported that the interactive nature of an E-book can sometimes distract from the story itself (De Jong & Bus, 2002;Okolo & Hayes, 1996;Underwood & Underwood, 1996), because many of the incorporated interactive options divert the child's attention from the text (Korat & Shamir, 2004).…”

Section: E-books That Support Literacy Growthmentioning

confidence: 99%

Media Type Influences Preschooler’s Literacy Development: E-book versus Printed Book Reading

Kozminsky

Asher-Sadon²

2013

IJELL

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Traditionally, children's books are in a printed format and shared book reading is done with an adult. In recent years, interactive E-books have become a common medium for children's books and shared book reading is diminishing. This study compared the contribution of book format to the development of literacy in kindergarten children. We constructed an E-book, which included a story and related activities that support literacy development. The E-book was then converted to a printed format. Both formats had identical content, such as embedded graphics and literacy activities, but there were some variations due to media characteristics.Fifty kindergarten children (5 to 6.5 years) were pair assigned to E-book reading (experimental) or printed book reading (control) condition. These pairs were matched on gender and verbal intelligence (PPVT), and they all had some experience with computers. During the first two intervention sessions children were exposed to the story, and in the next three sessions they practiced literacy activities. The E-book group listened to the story and did the activities in a digital format. The printed book group heard the same story from the experimenter, and did the same literacy activities but these were administered by the experimenter. The experimenter was instructed to be passive and just respond to children requests. The participants were tested before the intervention, after they were exposed to the story, and after the literacy practice on a battery of literacy tests: plot understanding, knowledge about print, vocabulary knowledge, phonological awareness, and orthographic awareness. Their level of involvement in the various activities was evaluated at the end of each session.Prior to the intervention, there was no statistically significant difference between the E-book and printed groups on the literacy measures. Following the intervention, the performance of both groups improved on all of the literacy measures. However, performance of the printed book group improved significantly more than the E-book group on knowledge about concepts of print, understanding of the plot, and vocabulary knowledge. The duration of the intervention session was significantly longer for the E-book compared to the print condition and there was no difference among the groups in their level of inMaterial published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is permissible to abstract these works so long as credit is given. To copy in all other cases or to republish or to post on a server or to redistribute to lists requires specific permission and payment of a fee. Contact Publisher@InformingScience.org to request redistribution perm...

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“…For example by storybooks on the computer, which combine multimedia and interactive additions that support aspects of literacy (De Jong & Bus, 2003). When integrated with other activities, ICT has the potential to support children in learning key concepts and the functions of language (McKenney & Voogt, 2009).…”

Section: Technology Integrationmentioning

confidence: 99%

Exploring Teacher Roles and Pupil Outcomes in Technology-Rich Early Literacy Learning

Cviko

McKenney

Voogt

2015

Educational Media and Technology Yearbook

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SummaryThe present study focused on the involvement of Dutch kindergarten teachers in curriculum (design and) implementation of PictoPal activities in three different roles: executor-only, re-designer, and co-designer. PictoPal refers to ICT-rich on-and off-computer activities for early literacy. In the executor-only role, teachers were not involved in design, they implemented ready-made PictoPal activities in their classes. The re-designer and codesigner roles involved teams of teachers in a purposeful act of adjusting, respectively designing and implementing PictoPal. The aim of this study was to understand how teacher roles influence implementation of PictoPal and pupil learning outcomes. Case studies were used to examine each teacher role, and a cross-case analysis was undertaken to compare teacher roles with each other on a common set of measures: teacher perceptions about their role, curriculum practicality, and co-ownership; integration of on-and off-computer activities, and pupil learning. The data was gathered using interviews, checklists, and pre-and post-tests. The findings of this study showed that each teacher role (executor-only, re-designer, and co-designer) contributes significantly to the effectiveness of ICT-rich early literacy learning activities. Significant differences in integration of the on-and off-computer activities were found between the three teacher roles. Teachers as co-designers showed highest extent of integration. Across teacher roles, pupil learning outcomes were not straightforwardly related to the extent of integration. However, teachers as co-designers felt a sense of co-ownership towards PictoPal, which yielded high degrees of integration and willingness to extend implementation of PictoPal beyond the research context. Based on this study, it can be recommended that schools wishing to support early literacy development in kindergarten could responsibly choose to do so by engaging their teachers in collaborative design of ICT-rich activities. 1. BACKGROUND: A STUDY ABOUT TEACHER ROLESThis study is concerned with three roles for teachers in enabling information and communications technology (ICT)-rich early literacy learning: executor-only, redesigner, co-designer. The executor-only role involved teachers in implementing ready-to-use ICT-rich early literacy activities. The re-designer role and the co-designer role each involved teachers in designing activities before implementing them. In the redesigner role, teachers collaboratively adapted ready-to-use activities and materials for their current curriculum. In the co-designer role, teachers collaboratively designed completely new learning activities and materials for their classes. The executor-only role requires teachers to invest time and effort in implementation, the re-and codesigner roles require teachers to invest their time and efforts in collaborative design as well as implementation.

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How Well Suited are Electronic Books to Supporting Literacy?

Cited by 163 publications

References 13 publications

Repeated E-book Reading and Its Contribution to Learning New Words among Kindergartners

Repeated E-book Reading and Its Contribution to Learning New Words among Kindergartners

Media Type Influences Preschooler’s Literacy Development: E-book versus Printed Book Reading

Exploring Teacher Roles and Pupil Outcomes in Technology-Rich Early Literacy Learning

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