The Effects of Digital Literacy Support Tools on First Grade Students’ Comprehension of Informational e-Books

Herman, Heather A.; Ciampa, Katia

doi:10.1007/978-3-030-20077-0_10

Cited by 3 publications

(3 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Woody et al (2010) report that from students' perspective, e-textbooks are more visually appealing and provide greater flexibility than print books. Herman and Ciampa (2019) found the positive relationship between primary students' comprehension and the use of literacy support tools, and they preferred e-books.…”

Section: Discussionmentioning

confidence: 90%

E-book or print book: parents' current view in Hong Kong

Sung¹,

Chiu²

2021

LHT

View full text Add to dashboard Cite

PurposeThis study aims to examine the perception and preference of parents for their children using mobile devices to read. The pros and cons of electronic books and print books are examined from the parents' perspective.Design/methodology/approachSemi-structured interviews were conducted with 11 parents in Hong Kong, who have children in primary and secondary schools. Their opinions were summarized into common themes to explore their choice of books for children in terms of format and content.FindingsThe findings indicated that most parents and schools still prefer print books unless required by schools. However, the e-book has played an essential role under the current COVID-19 pandemic and digital literacy development.Originality/valueScant studies focus on parents' views on their choice of book formats for children, especially for East Asian metropolises. The findings are useful for schools, teachers and publishers to explore publication and collection, as well as market development in digital reading resources.

show abstract

Section: Discussionmentioning

confidence: 90%

E-book or print book: parents' current view in Hong Kong

Sung¹,

Chiu²

2021

LHT

View full text Add to dashboard Cite

show abstract

“…In the within-participant data set, two studies showed standardized residuals above 2.5: Herman (2017) and Jeong and Gweon (2021), with standardized deleted residuals of 2.88 and 3.20, respectively. They were removed from the within-participant data set, which finally included 21 effect sizes (from 18 studies).…”

Section: The Mean Effect Size Heterogeneity and Sensitivitymentioning

confidence: 99%

Reading comprehension on handheld devices versus on paper: A narrative review and meta-analysis of the medium effect and its moderators.

Salmerón,

Altamura,

Delgado

et al. 2024

Journal of Educational Psychology

View full text Add to dashboard Cite

As handheld devices, such as tablets, become a common tool in schools, a critical and urgent question for the research community is to assess their potential impact on educational outcomes. Previous meta-analytic research has evidenced the "screen inferiority effect": Readers tend to understand texts slightly worse when reading on-screen than when reading the same text in print. Most primary studies from those metaanalyses used computers as on-screen reading devices. Accordingly, the extent to which handheld devices, which provide a reading experience closer to books than computers, are affected by the screen inferiority effect remains an open question. To address this issue, we reviewed relevant literature regarding potential moderating factors for the screen inferiority effect through the lenses of the reading for understanding framework. We then performed two meta-analyses aimed at examining the differences in reading comprehension when reading on handheld devices, as compared to print. Results from the two multilevel random-effect meta-analyses, which included primary studies that used either between-participant (k = 38, g = −0.113) or within-participant (k = 21, g = −0.103) designs, consistently showed a significant small size effect favoring print text comprehension. Moderator analyses helped to partially clarify the results, indicating in some cases a higher screen inferiority effect for undergraduate students (as compared to primary and secondary school students) and for participants who were assessed individually (as opposed to in groups). We discuss the need to continue fostering print reading in schools while developing effective ways to incorporate handheld devices for reading purposes. Educational Impact and Implications StatementHandheld devices, such as tablets, are widely used in schools as reading devices. Our synthesis of existing studies indicates that readers comprehend slightly better when they read a text in print as opposed to on a handheld device. In-print reading can be considered as an efficient way to promote students' text comprehension.

show abstract

“…For instance, students could integrate the Internet's networking and knowledge resources with problems and solutions (Coiro, Castek & Quinn, 2016). According to Herman and Ciampa (2019), digital literacy supported students' comprehension of informational e-Books. The results highlighted the students' ability to use digital literacy support tools and understanding the relevant application of the digital literacy support tools.…”

Section: Digital Literacies and Reading Fluencymentioning

confidence: 99%

Effects of digital literacies on English reading fluency for undergraduate students

Chottsawhas¹

View full text Add to dashboard Cite

This mixed-methods study aimed to 1) examine the effects of Digital Literacies on reading fluency in terms of reading rate and reading comprehension, 2) investigate the uses of Digital Literacies. Participants comprised 60 third-year undergraduate students from a public university in Thailand (N = 60), the Faculty of Architecture, during a 10-week intervention. The independent variable was Digital Literacies, while the dependent variable was reading fluency. The instruments used to collect data were the Online English Reading Fluency Test, Reading Fluency Practice: Reading Rate Chart, and Learning Logs. Quantitative data were analyzed through students’ Online English Reading Fluency Test using Pair Sample t-test, while qualitative data were obtained through students’ Reading Fluency Practice: Reading Rate Chart and Learning Logs were analyzed through coding analysis. The results from the Pair Sample t-test revealed that students significantly increased their reading fluency in both rate and comprehension. Students’ posttest scores from reading rate were higher than the pretest scores at a significant level (p<.05) with a medium effect size of .71, while students’ reading comprehension with a small effect size of .40. After the intervention. They reported positively upon four elements of Digital Literacies, including (1) Communication, (2) Information, (3) Collaboration, and (4) (Re-) Design. The study explained how each element enhanced reading fluency. Implications offered guidelines to integrate Digital Literacies into English reading instruction.

show abstract

The Effects of Digital Literacy Support Tools on First Grade Students’ Comprehension of Informational e-Books

Cited by 3 publications

References 27 publications

E-book or print book: parents' current view in Hong Kong

E-book or print book: parents' current view in Hong Kong

Reading comprehension on handheld devices versus on paper: A narrative review and meta-analysis of the medium effect and its moderators.

Effects of digital literacies on English reading fluency for undergraduate students

Contact Info

Product

Resources

About