E-book reading in kindergarten and story comprehension support

Korat, Ofra; Tourgeman, Merav; Segal-Drori, Ora

doi:10.1007/s11145-021-10175-0

Cited by 21 publications

(13 citation statements)

References 45 publications

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“…This study supports evidence from recent observations (e.g., Korat, Tourgeman, & Segal-Drori, 2021) which also found a considerable advantage for children who read the e-book with adult scaffolding in terms of story comprehension. Overall, the findings suggest that adult scaffolding in combination with an e-books' digital features may be important factors to consider during adult-child storybook reading.…”

Section: Discussionsupporting

confidence: 91%

Meta‐analysis examining the effects of electronic storybooks on language and literacy outcomes for children in grades Pre‐K to grade 2

Savva

Higgins

Beckmann

2021

Computer Assisted Learning

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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 adultchild 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.

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Section: Discussionsupporting

confidence: 91%

Meta‐analysis examining the effects of electronic storybooks on language and literacy outcomes for children in grades Pre‐K to grade 2

Savva

Higgins

Beckmann

2021

Computer Assisted Learning

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“…Through reading, they will gain new knowledge and insights that can increase their intelligence so that people can better answer the challenges of life in the future (Le et al, 2019;Nootens et al, 2019). People will find to read if they know the benefits of the habit of reading (Korat et al, 2021;Öztürk et al, 2020). Teachers must instill reading habits in students so that students have increased abilities.…”

Section: Discussionmentioning

confidence: 99%

Multiple Correlation of Reading Perception and Reading Interest to Reading Habit during the Pandemic Covid-19 in the Junior High School

Saitri

Tantra

Agustini

2021

JPBI

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There are still many students who have low reading comprehension. This is because students are less interested in reading. In addition, students also do not have the habit of reading, which affects students’ abilities. This study aims to analyze the dual relationship between reading perception, reading interest, and students’ reading habits during the Covid-19 pandemic. EFL learning is carried out through an online platform, namely Google Classroom. The population of this study was the seventh-grade students who found 70 students. The design used is a quantitative research design. Data was collected using the Reading Perception Scale, Reading Interest Scale, and Reading Habits Scale. Data were analyzed descriptively and inferentially using Multiple Correlations from a combination of predictor variables and criteria. The results showed that the students’ reading perception was moderate; moderate reading interest; sensible reading habits; and four the double correlation of reading perception and reading interest on reading habits proved to have a significant and high positive correlation (R = 0.851 with = 0.01). This research implies that students need to improve their reading experience, reading motivation, time spent reading, and frequent reading activities. This also has implications for EFL teachers to provide learning materials and appropriate learning approaches/methods/techniques in reading skills.

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“…The development of e-books as interactive learning resources supports students' reading skills. The results of previous research show that e-books improve reading skills and understanding of words [9] and their meanings [10], which are delivered directly through a computer. The E-book is an effective and efficient tool for improving learning outcomes by teaching and learning objectives [11].…”

Section: Learning Media Analysismentioning

confidence: 97%

Facilitating Reading Javanese Letters Skill with a Multimodal Javanese Digital E-Book

Insani¹,

Hardyanto²,

Sukoyo³

2022

Advances in Social Science, Education and Humanities Research

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The Covid-19 pandemic changed the learning system drastically from a conventional system (face to face) to online learning. This paper describes how to make a multimodal Javanese Digital e-book to improve reading Javanese letters. The Multimedia Development Life Cycle (MDLC) was used as the research and development method. The MDLC method consists of six steps: concept, design, material collecting, assembly, testing, and distribution. The source was the animal stories from Serat Campur Bawur. The data were collected by a literature study and providing a questionnaire to 32 students in the Javanese literature program of Universitas Negeri Semarang as the research participants. The data were analyzed by descriptive qualitative with exposure and making data conclusion. The result of this study was the development of a multimodal Javanese digital e-book. The materials included in this e-book were the history and the structure of Javanese letters, two animal stories completed with video animation, which were equipped by quiz and evaluation test of each chapter. Most of the students felt it easier to learn the material of reading Javanese letters with this book. The multimodal Javanese digital e-book can be the alternative solution to teach the materials in the online learning system.

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E-book reading in kindergarten and story comprehension support

Cited by 21 publications

References 45 publications

Meta‐analysis examining the effects of electronic storybooks on language and literacy outcomes for children in grades Pre‐K to grade 2

Meta‐analysis examining the effects of electronic storybooks on language and literacy outcomes for children in grades Pre‐K to grade 2

Multiple Correlation of Reading Perception and Reading Interest to Reading Habit during the Pandemic Covid-19 in the Junior High School

Facilitating Reading Javanese Letters Skill with a Multimodal Javanese Digital E-Book

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