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

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 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.

Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review

“…It is worth noting that the vast majority of studies referred to learning gains in specific subjects. Specifically, several studies examined the impact of digital technologies on students’ literacy skills and reported positive effects on language learning (Balanskat et al, 2006 ; Grgurović et al, 2013 ; Friedel et al, 2013 ; Zheng et al, 2016 ; Chen et al, 2022b ; Savva et al, 2022 ). Also, several studies documented positive effects on specific language learning areas, namely foreign language learning (Kao, 2014 ), writing (Higgins et al, 2012 ; Wen & Walters, 2022 ; Zheng et al, 2016 ), as well as reading and comprehension (Cheung & Slavin, 2011 ; Liao et al, 2007 ; Schwabe et al, 2022 ).…”

“…Figure 2 summarizes the trends identified in current research around the impact of digital technologies on schools’ digital capacity and transformation as found in the present study. Starting as early as 2005, when computers, simulations, and interactive boards were the most commonly applied tools in school interventions (e.g., Eng, 2005 ; Liao et al, 2007 ; Moran et al, 2008 ; Tamim et al, 2011 ), moving towards the use of learning platforms (Jewitt et al, 2011 ), then to the use of mobile devices and digital games (e.g., Tamim et al, 2015 ; Sung et al, 2016 ; Talan et al, 2020 ), as well as e-books (e.g., Savva et al, 2022 ), to the more recent advanced technologies, such as AR and VR applications (e.g., Garzón & Acevedo, 2019 ; Garzón et al, 2020 ; Kalemkuş & Kalemkuş, 2022 ), or robotics and AI (e.g., Su & Yang, 2022 ; Su et al, 2022 ). As this evolution shows, digital technologies are a concept in flux with different affordances and characteristics.…”

Global Trends in Preschool Literacy (PL) Based on Bibliometric Analysis: Progress and Prospects

“…Savva et al [43] 2018-2021 73 The results showed that e-book reading improves literacy skills (vocabulary learning).…”

Analysis of validity, practicality, and readability of islamic STEAM activity storybook for early childhood

“…Through picture story books containing STEAM learning, children are invited to formulate and solve problems shown in the storyline. Reading picture story books cannot be separated from the development of EC literacy (Machado, 2015;Saracho & Spodek, 2010;Savva et al, 2022). Various storybook socialization programs and storybook reading methods can build children's literacy early (Beauchat et al, 2009;Ursa & others, 2018;Waldron, 2018).…”