Meta-Analysis Examining the Effects of Electronic Storybooks on Language and Literacy Outcomes for Children in Grades Pre-K to Grade 2

Autor/inn/en	Savva, Marilena; Higgins, Steve; Beckmann, Nadin
Titel	Meta-Analysis Examining the Effects of Electronic Storybooks on Language and Literacy Outcomes for Children in Grades Pre-K to Grade 2
Quelle	In: Journal of Computer Assisted Learning, 38 (2022) 2, S.526-564 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Savva, Marilena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12623
Schlagwörter	Preschool Children; Grade 1; Grade 2; Story Reading; Electronic Publishing; Language Skills; Literacy Education; Young Children; Printed Materials; Books; Vocabulary Development; Comprehension; Adults; Reading Skills + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Elektronisches Publizieren; Language skill; Sprachkompetenz; Frühe Kindheit; Book; Buch; Monographie; Monografie; Wortschatzarbeit; Verstehen; Verständnis; Reading skill; Lesefertigkeit
Abstract	Background: The array of availability of diverse digital reading applications, the mixed results emerging from small-scale experimental studies, as well as the long-standing tradition and range of known positive developmental outcomes gained from adult-child storybook reading warrant an investigation into electronic storybooks (e-books) by performing a meta-analysis, which includes recent studies. Objectives: The overall purpose of this meta-analysis is to examine the impact of e-book reading on language and literacy development of young children when compared with traditional reading of print books with or without adult scaffolding in a structured and controlled environment. Methods: This meta-analysis includes experimental studies published between 2008 and 2021 with a target population of 3-8 year-olds (n = 2.317). Results and conclusions: Analyses indicated a small positive effect for e-books when compared with print books on language and literacy development [g = 0.25; 95% CI = (0.09, 0.42)]. A moderate positive effect was found for vocabulary learning, [g = 0.40; 95% CI = (0.10, 0.69)], especially in relation to expressive vocabulary [g = 0.54; 95% CI = (0.08, 1.00)]. In addition, we found a significant positive correlation between multimedia e-books and the development of code-related skills. However, no significant differences were found between e-book and print book reading in relation to story comprehension. Implications: Findings showed that digital features combined with adult scaffolding produced significant positive effects when compared with traditional print book reading with adult support. The findings have practical ramifications, since they can help researchers and educators identify which digital features have the greatest influence on improving children's language and literacy skills when engaging with e-books. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01