The relationship between media type and vocabulary learning in a cross age peer-learning program for linguistically diverse elementary school students

Silverman, Rebecca D.; Artzi, Lauren; McNeish, Daniel; Hartranft, Anna M.; Martin‐Beltrán, Melinda; Peercy, Megan Madigan

doi:10.1016/j.cedpsych.2018.12.004

Cited by 17 publications

(18 citation statements)

References 58 publications

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“…CI = confidence interval. Four outliers: Kozminsky and Asher-Sadon (2013); Reich et al (2019); Silverman et al (2019), Study 2; and Zipke (2016).…”

Section: Resultsmentioning

confidence: 99%

“…Studies that compared digital and print reading with and without the adult presence have found various effects. For 5-to 7-year-olds at risk for learning disabilities, children's independent reading of a digital book was more beneficial for their vocabulary than a print book read by an adult (Shamir et al, 2012). For special needs children, automated reading of a computer was as effective as an adult reading of a print book for their vocabulary learning (Segers et al, 2006).…”

Section: Adult Support Effectsmentioning

confidence: 99%

“…Books were coded as nonfiction where facts and a narrative storyline coexisted, for instance, to introduce the life of a polar bear and her two cubs living in the Arctic (e.g., Zhou & Yadav, 2017). Enhancements were coded as story-related enhancements when the book enabled interaction to support story comprehension; for example, in Elmo Goes to the Doctor, the user can click each character in the waiting room and see why each one is at the doctor's office (Lauricella et al, 2014); in the Tractor in the SandBox, hotspots elicit comments from characters that expand on the text (Korat & Shamir, 2007); in A Frog Thing, tapping hotspots reactivates story-congruent multimedia features such as a creaking door (Richter & Courage, 2017); in Confused Yuval, the computer prompts a question answered by clicking on a location on the screen (Shamir et al, 2012). We ignored automatic dynamic visuals, which might guide children's visual attention to story elements and/or prompt a surprise (Bus et al, 2015).…”

Section: Data Coding and Reliabilitymentioning

confidence: 99%

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A Comparison of Children’s Reading on Paper Versus Screen: A Meta-Analysis

Furenes

Kucirkova

Bus

2021

Review of Educational Research

137

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This meta-analysis examines the inconsistent findings across experimental studies that compared children’s learning outcomes with digital and paper books. We quantitatively reviewed 39 studies reported in 30 articles (n = 1,812 children) and compared children’s story comprehension and vocabulary learning in relation to medium (reading on paper versus on-screen), design enhancements in digital books, the presence of a dictionary, and adult support for children aged between 1 and 8 years. The comparison of digital versus paper books that only differed by digitization showed lower comprehension scores for digital books. Adults’ mediation during print books’ reading was more effective than the enhancements in digital books read by children independently. However, with story-congruent enhancements, digital books outperformed paper books. An embedded dictionary had no or negative effect on children’s story comprehension but positively affected children’s vocabulary learning. Findings are discussed in relation to the cognitive load theory and practical design implications.

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“…CI = confidence interval. Four outliers: Kozminsky and Asher-Sadon (2013); Reich et al (2019); Silverman et al (2019), Study 2; and Zipke (2016).…”

Section: Resultsmentioning

confidence: 99%

Section: Adult Support Effectsmentioning

confidence: 99%

Section: Data Coding and Reliabilitymentioning

confidence: 99%

See 1 more Smart Citation

A Comparison of Children’s Reading on Paper Versus Screen: A Meta-Analysis

Furenes

Kucirkova

Bus

2021

Review of Educational Research

137

View full text Add to dashboard Cite

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“…The different forms that peer tutoring takes depend on a series of factors, with participants' ages and roles being the most important [41]. Experts in the field refer to pairing students of different ages as cross-age tutoring [42].…”

Section: Peer Tutoringmentioning

confidence: 99%

Effects of peer tutoring on middle school students’ mathematics self-concepts

Miravet

Alegre

2020

PLoS ONE

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The effects of peer tutoring on students' mathematics self-concepts were examined. The Marsh questionnaire was used to measure students' mathematics self-concepts before and after implementation of a peer tutoring program. A pretest posttest control group design was employed. Study participants included 376 students from grades 7 to 9 (12 to 15 years old). No statistically significant differences were reported between the pretest and the posttest for any of the control groups. Statistically significant improvements were reported for all grades for the experimental groups. An average increment of 13.4% was reported for students in the experimental group, and the overall effect size was reported to be medium (Hedges' g = 0.48). No statistically significant differences were reported across grades for the experimental group. The main conclusion of this study is that same-age and reciprocal peer tutoring may be very beneficial for middle school students' mathematics self-concepts. Several recommendations for field practitioners emanated from the study: use same-age and reciprocal tutoring over cross-age and fixed peer tutoring; schedule tutoring programs for four weeks or less with two to four sessions of 25 minutes or less per week for each tutoring session; and, include a control group in research studies.

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“…These reviewed programs based on intervention type are (1) Reading; Cognitive Skill (Keung & Ho, 2009), massive multiplayer online role-playing game (MMORPG) (Suh, Kimt, & Kim, 2010), Curriculum (Kasapo, 2010), Overlapping Waves Model (Lindberg et al, 2011), Scaffolding (Royanto, 2012), Discourse Skills (Yeung, Ho, Chan, Chung, & Wong, 2013), Technology (Jamshidifarsani, Garbaya, Lim, Blazevic, & James, 2018), e-book based detection system (P. Lin, Su, & Huang, 2018), two flashcard-based (Klingbeil, January, & Ardoin, 2019), Morphological awareness (Robertson & Deacon, 2019) and Nonsense Word Fluency (NWF) & Oral Reading Fluency (DORF) (Council, Gardner, Cartledge, & Alana, 2019). (2) Vocabulary; Reading Development (Verhoeven, Leeuwe, & Vermeer, 2011), PBL and non-PBL (L. fang Lin, 2015), Media Type (Silverman et al, 2018), autonomy and collaboration (Tseng, Liou, & Chu, 2019), and Games "PowPow (Andreani & Ying, 2019). 3Writing; massive multiplayer online role-playing game (Suh et al, 2010), Curriculum (Kasapo, 2010), Genre-based approach (Oliveira & Lan, 2014), and Situated Language learning (Hwang, Chen, Shadiev, Huang, & Chen, 2014).…”

Section: Interventionsmentioning

confidence: 99%

Multimedia-Based English Language Learning Interventions Programs For Elementary Grades

2020

JXAT

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The immense importance of learning English as an essential skill in modern life has led many researchers to try to find more successful approaches to intervention. Multimedia and technology have been widely used to support and improve English language learning. This analytical review purposes at providing a comprehensive overview of existing research on multimediabased or multimedia-assisted English language approach for elementary grades, as well as evaluating various aspects of these studies between 2009 and 2019. After extensive research, 31 publications have met the criteria for inclusion. The studies are classified into five reading, writing, speaking, listening and vocabulary categories. It is found that speaking and listening interventions, as well as the use of smartphones, tablet, and other non-computer devices, are ignored in a massive way. This paper provides a comprehensive and thorough overview of the current state of the art in English language approaches to researchers and solution developers. In addition, it discusses the existing gaps in knowledge and establishes avenues for future research to establish successful English language programs.

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The relationship between media type and vocabulary learning in a cross age peer-learning program for linguistically diverse elementary school students

Cited by 17 publications

References 58 publications

A Comparison of Children’s Reading on Paper Versus Screen: A Meta-Analysis

A Comparison of Children’s Reading on Paper Versus Screen: A Meta-Analysis

Effects of peer tutoring on middle school students’ mathematics self-concepts

Multimedia-Based English Language Learning Interventions Programs For Elementary Grades

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