Digital or Print? A Comparison of Preschoolers' Comprehension, Vocabulary, and Engagement from a Print Book and an e-Book

Autor/inn/en	Reich, Stephanie M.; Yau, Joanna C.; Xu, Ying; Muskat, Tallin; Uvalle, Jessica; Cannata, Daniela
Titel	Digital or Print? A Comparison of Preschoolers' Comprehension, Vocabulary, and Engagement from a Print Book and an e-Book
Quelle	In: AERA Open, 5 (2019) 3, (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Reich, Stephanie M.) ORCID (Xu, Ying)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Comparative Analysis; Preschool Children; Electronic Publishing; Books; Printed Materials; Reading Comprehension; Vocabulary Development; Learner Engagement; Age Differences; Gender Differences; Handheld Devices; Pretests Posttests; Scores; Emergent Literacy; Video Technology; Parent Background; Educational Attainment; Correlation; Family Income; Ethnicity; Birth Order; Native Language + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Elektronisches Publizieren; Book; Buch; Monographie; Monografie; Leseverstehen; Wortschatzarbeit; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Frühleseunterricht; Elternhaus; Bildungsabschluss; Bildungsgut; Korrelation; Familieneinkommen; Ethnizität; Geburtenfolge
Abstract	Increasingly, children are engaging in early literacy experiences through digital devices. This raises questions about how electronic reading compares to print reading. To assess this, we randomly assigned 200 children (3-5 years) to be read the same book (1) with auto-narration on a tablet or (2) by a researcher from a print book. Reading was recorded and coded for behavioral and emotional engagement and vocalizations. Children were also tested on their story comprehension and vocabulary. Children had slightly higher posttest scores in the print condition. Older children and females also scored higher. There was an interaction between weekly tablet use and book platform. Children were equally engaged with the e-book and print book, but vocalized more about the device in the e-book condition. Findings suggest that e-books offer many of the same, but not all, of the educational affordance as print books. Additionally, novelty might be important in supporting comprehension. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01