Meta‐analysis examining the effects of electronic storybooks on language and literacy outcomes for children in grades Pre‐K to grade 2.
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 investigatio...
| Publicado en: | Journal of Computer Assisted Learning Vol. 38; no. 2; pp. 526 - 565 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
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Wiley-Blackwell
Apr2022
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=155518137&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 155518137 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2022 vid: 38 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 155518137 153544405 155518137 155518137 10.1111/jcal.12623 155518137 ppf: 526 ppct: 39 formats: tig: atl: Meta‐analysis examining the effects of electronic storybooks on language and literacy outcomes for children in grades Pre‐K to grade 2. aug: au: Savva, Marilena Higgins, Steve Beckmann, Nadin affil: School of Education, Durham University, Durham, UK sug: subj: Graphics Electronic Books Print Materials Reading Education Language Development In Infancy and Childhood Literacy In Infancy and Childhood Outcomes of Education In Infancy and Childhood Human Meta Analysis Child, Preschool Supervisors and Supervision Vocabulary Education Multimedia Psycinfo ERIC Database Coding Data Analysis Software Descriptive Statistics Publication Bias Speech Intelligibility Child Child, Preschool: 2-5 years Child: 6-12 years ab: 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. Lay Description: What is already known about this topic: Print book reading along with adult scaffolding has been proven to promote young children's language and literacy development.Electronic storybooks (e‐books) aimed at young children are equipped with several multimedia (such as animation, music and sound effects) and interactive features (such as games, hotspots, and the availability of a dictionary function) which may resemble adult scaffolding.In accordance with past experimental studies, e‐books and specifically the number of features included or the frequency they appear on an e‐book may have detrimental effects on learning.While many experimental studies investigated and compared the educational value of e‐books against print books in terms of language and literacy development, overall findings are inconsistent and conclusions vary. Thus, a meta‐analysis was performed, given that this educational medium will continue to expand in its use and will continue to make its way into the early year's classroom. What this paper adds: A set of 29 studies published between 2008 and 2021 including 44 comparisons were included in this meta‐analysis. We limited our search to studies that used e‐books with children between the ages of 3 and 8 years with and without adult scaffolding.Within the included experimental studies in the meta‐analysis, the overall results of this study indicated a small positive overall effect favouring the e‐book condition, however effect sizes vary across studies.E‐books were found to be beneficial for vocabulary learning, for both expressive and receptive vocabulary. 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.Findings showed that digital features combined with adult scaffolding produced significant positive effects when compared with traditional print book reading with adult support. Implication for practice and/or policy: Findings in this meta‐analysis are pertinent to parents, educators, legislators and software developers who are making software decisions that will affect early childhood students' education and development.Our meta‐analysis highlights the fact that when children are using an e‐book without adult scaffolding their learning and development depends on the variety of features embedded in e‐books which, more often than not, are contrasting one another. Each feature, depending on the frequency and timing included in an e‐book, may harm or support children's learning. Looking closely at the studies included in this meta‐analysis, the studies that offered multiple interactive and multimedia support features did not benefit children as well as the print storybook condition with adult support. Most commercially available e‐books do not include features that resemble extraneous support (e.g., adult scaffolding) and as a result, e‐books may not be able to replace adult scaffolding. In order to reduce cognitive load designers should take into consideration Mayer's multimedia principles.The evidence from this study suggests that activities such as storybook reading accompanied with adult‐child dialogic interactions offer a unique experience and play an important role in language and literacy development—regardless of book type. pubtype: Academic Journal doctype: meta analysis research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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