The Effects of Electronic Books on Pre-Kindergarten-to-Grade 5 Students' Literacy and Language Outcomes: A Research Synthesis

Zucker, Tricia A.; Moody, Amelia K.; McKenna, Michael C.

doi:10.2190/ec.40.1.c

Cited by 177 publications

(111 citation statements)

References 51 publications

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“…Several educationengineering studies have discussed the influence of this media type on educational achievement (Cho, 2000;Jung, Kim., & Nah, 2013;Mayer, 1997;Paivio, 1986;Park, 2001;Park & Jeon, 1999). These studies have focused on how to deliver educational content to students through digital media and have contributed to developing effective use of digital media (Lee, 2010;Wood, Pillinger, & Jackson, 2010;Zucker, Moody, & McKenna, 2009). However, these studies do not provide information about the effect of digital media in terms of digital stimulation.…”

Section: Seoul National Universitymentioning

confidence: 99%

The Effects of Presented Media Types on Spatial Cognition Task Performance in Preschool Children

Pack¹,

Yi²

2017

Child Studies in Asia-Pacific Contexts

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Section: Seoul National Universitymentioning

confidence: 99%

The Effects of Presented Media Types on Spatial Cognition Task Performance in Preschool Children

Pack¹,

Yi²

2017

Child Studies in Asia-Pacific Contexts

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“…Most studies have investigated TTS as a tool for remedial reading (Karemaker, Pitchford, & O'Malley, 2010a;Olofsson, 1992;Olson & Wise, 1992;Zucker et al, 2009). Research suggests that stronger readers gain less from using TTS, and the conclusion has often been that only struggling readers should be offered TTS (Balajthy, 2005).…”

Section: The Promise Of Text-to-speech Technologymentioning

confidence: 99%

“…The eBook texts in the study were presented on laptop computers and did not contain moving images or interactive activities apart from the supportive features (Zucker, Moody, & McKenna, 2009). Using eBooks with digital support has the potential to strengthen student comprehension of text and reading engagement.…”

Section: Introductionmentioning

confidence: 99%

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Scaffolding Students’ Independent Decoding of Unfamiliar Text with a Prototype of an eBook-feature

Gissel

2015

JITE:Research

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This study was undertaken to design, evaluate and refine an eBook-feature that supports students' decoding of unfamiliar text. The feature supports students' independent reading of eBooks with text-to-speech, graded support in the form of syllabification and rhyme analogy, and by dividing the word material into different categories based on the frequency and regularity of the word or its constituent parts. The eBook-feature is based on connectionist models of reading and reading acquisition and the theory of scaffolding. Students are supported in mapping between spelling and sound, in identifying the relevant spelling patterns and in generalizing, in order to strengthen their decoding skills. The prototype was evaluated with Danish students in the second grade to see how and under what circumstances students can use the feature in ways that strengthen their decoding skills and support them in reading unfamiliar text. It was found that most students could interact with the eBook-material in ways that the envisioned learning trajectory in the study predicts are beneficial in strengthening their decoding skills. The study contributes with both principles for designing digital learning material with supportive features for decoding unfamiliar text and with a concrete proposal for a design. The perspectives for making reading acquisition more differentiated and meaningful for second graders in languages with irregular spelling are discussed.

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“…More specifically, E-storybooks are widely used with students who are beginning to learn to read or diagnosed with reading disabilities (Zucker, Moody, & McKenna, 2009). Their content may be cut off, detached or stored for later use (Vassiliou & Rowley, 2008).…”

Section: Introductionmentioning

confidence: 99%

Enhancing the Language Literacy Skills of Children with Specific Learning Difficulties; A Review on the Use of Technology and the Application of Innovative Teaching Methods

Riga¹,

Ανδρέου²,

Anastassiou³

2017

EJES

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The cultivation of language literacy has been one of the main goals of the educational process. However, students with Specific Learning Difficulties (SLD) are usually unable to keep up with the rest of their class as they face difficulties in their reading and later in their written speech skills. The aim of this paper is to present a brief literature review of teaching strategies and the applications and software that can enhance the basic competences and skills directly linked to the language literacy of students with SLD. The use of new technologies for the language education of children with SLD is a great advantage because the teacher is able to apply innovative teaching methods. These methods contribute to the reduction of attention and memory problems and to the development of the necessary language skills of students with SLD by enhancing their interaction and collaborative learning. The use of technology can contribute to the appropriate adaptation of curricula, to the creation of multiple teaching activities and to the reduction of the attention and perception difficulties of these students.

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The Effects of Electronic Books on Pre-Kindergarten-to-Grade 5 Students' Literacy and Language Outcomes: A Research Synthesis

Cited by 177 publications

References 51 publications

The Effects of Presented Media Types on Spatial Cognition Task Performance in Preschool Children

The Effects of Presented Media Types on Spatial Cognition Task Performance in Preschool Children

Scaffolding Students’ Independent Decoding of Unfamiliar Text with a Prototype of an eBook-feature

Enhancing the Language Literacy Skills of Children with Specific Learning Difficulties; A Review on the Use of Technology and the Application of Innovative Teaching Methods

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