Word Learning and Story Comprehension From Digital Storybooks: Does Interaction Make a Difference?

Published on Jun 1, 2017in Journal of Educational Computing Research
· DOI :10.1177/0735633116669811
Elizabeth Spencer Kelley7
Estimated H-index: 7
(MU: University of Missouri),
Kara Kinney1
Estimated H-index: 1
(MU: University of Missouri)
An emerging body of research examines language learning of young children from experiences with digital storybooks, but little is known about the ways in which specific components of digital storybooks, including interactive elements, may influence language learning. The purpose of the study was to examine the incidental word learning and story comprehension of preschool children after interactions with interactive and noninteractive versions of a digital storybook. Thirty preschool children were randomly assigned to one of two experimental conditions: interactive in which the story text was presented aloud and interactive features were present and not interactive in which the story text was presented aloud with no interactive features. After three sessions with the digital storybook, no group differences were observed between conditions on measures of word learning or story comprehension. Children in both groups demonstrated some learning of new words; however, gains were minimal, approximately one new w...
📖 Papers frequently viewed together
7 Citations
48 Citations
1 Author (Zoe M. Flack)
#1Zsofia K. Takacs (LEI: Leiden University)H-Index: 9
#2Elise K. Swart (LEI: Leiden University)H-Index: 3
Last. Adriana G. Bus (LEI: Leiden University)H-Index: 22
view all 3 authors...
A meta-analysis was conducted on the effects of technology-enhanced stories for young children’s literacy development when compared to listening to stories in more traditional settings like storybook reading. A small but significant additional benefit of technology was found for story comprehension (g+ = 0.17) and expressive vocabulary (g+ = 0.20), based on data from 2,147 children in 43 studies. When investigating the different characteristics of technology-enhanced stories, multimedia features...
154 CitationsSource
#1Daisy J. H. Smeets (LEI: Leiden University)H-Index: 5
#2Adriana G. Bus (LEI: Leiden University)H-Index: 22
Electronic picture storybooks often include motion pictures, sounds, and background music instead of static pictures, and hotspots that label/define words when clicked on. The current study was designed to examine whether these additional elements aid word learning and story comprehension and whether effects accumulate making the animated e-book that also includes hotspots the most promising device. A sample group of 136 4- and 5-year-old kindergarten children were randomly assigned to one of fo...
73 CitationsSource
#1Elizabeth Spencer Kelley (MU: University of Missouri)H-Index: 7
#2Howard Goldstein (USF: University of South Florida)H-Index: 42
Last. Amber Sherman (OSU: Ohio State University)H-Index: 2
view all 4 authors...
Abstract This early efficacy study examined the effects of an automated storybook intervention designed to promote school readiness among at-risk prekindergarten children. Story Friends is a small-group intervention in which vocabulary and question-answering lessons are embedded in a series of storybooks. A randomized group design with an embedded single-case experimental design was used to examine treatment effects. Eighteen children from public prekindergarten programs serving families with lo...
42 CitationsSource
#1Daisy J. H. Smeets (LEI: Leiden University)H-Index: 5
#2Marianne J. van Dijken (LEI: Leiden University)H-Index: 7
Last. Adriana G. Bus (LEI: Leiden University)H-Index: 22
view all 3 authors...
Novel word learning is reported to be problematic for children with severe language impairments (SLI). In this study, we tested electronic storybooks as a tool to support vocabulary acquisition in SLI children. In Experiment 1, 29 kindergarten SLI children heard four e-books each four times: (a) two stories were presented as video books with motion pictures, music, and sounds, and (b) two stories included only static illustrations without music or sounds. Two other stories served as the control ...
29 CitationsSource
#1Richard E. Mayer (UCSB: University of California, Santa Barbara)H-Index: 154
Abstract A fundamental hypothesis underlying research on multimedia learning is that multimedia instructional messages that are designed in light of how the human mind works are more likely to lead to meaningful learning than those that are not. The cognitive theory of multimedia learning (CTML) is based on three cognitive science principles of learning: the human information processing system includes dual channels for visual/pictorial and auditory/verbal processing (i.e., dual-channels assumpt...
1,097 CitationsSource
#1Richard E. Mayer (UCSB: University of California, Santa Barbara)H-Index: 154
Abstract What is the role of motivation in multimedia learning? Cognitive theories of multimedia learning tend to focus on instructional methods aimed at reducing extraneous processing (such as highlighting the essential material) or managing essential processing (such as breaking a lesson into parts), whereas motivational theories tend to focus on instructional methods aimed at fostering generative processing (such as adding appealing graphics or challenging scenarios). Moreno's (2005) cognitiv...
167 CitationsSource
#1Ofra Korat (BIU: Bar-Ilan University)H-Index: 23
#2Adina Shamir (BIU: Bar-Ilan University)H-Index: 21
Last. Shani Heibal (BIU: Bar-Ilan University)H-Index: 1
view all 3 authors...
Early shared book reading activities are considered to be a promising context for supporting young children’s language development. Ninety low socioeconomic status preschoolers and their mothers were randomly assigned to one of three groups: (1) e-book reading; (2) printed book reading; (3) regular kindergarten literacy program (control). Mothers of children in the intervention groups received guidance on how to read to their child, and had five sessions of reading within a period of two weeks. ...
32 CitationsSource
#1Julia Parish-Morris (UPenn: University of Pennsylvania)H-Index: 14
#2Neha Mahajan (TU: Temple University)H-Index: 4
Last. Molly F. Collins (Vandy: Vanderbilt University)H-Index: 9
view all 5 authors...
Early experiences with books predict later reading success, and an interactive shared reading style called ''dialogic reading'' is especially beneficial to emergent literacy. Electronic console (EC) books, CD-rom books, and e-book apps are designed to teach preschoolers preliteracy skills, but research has yet to systematically explore the impact of these types of books on established predictors of positive literacy outcomes. This research fills that gap with two studies investigating dialogic l...
187 CitationsSource
#1Rebecca D. Silverman (UMD: University of Maryland, College Park)H-Index: 20
Abstract Two studies on the role of video on vocabulary learning were conducted in kindergarten classrooms with substantial numbers of children from low-income and Dual Language Learning (DLL) backgrounds. In the first study (n = 78), the effect of video viewing was compared with the effect of book reading on vocabulary learning. In the second study (n = 89), the effect of repeated viewing of video was compared with the effect of single viewing of video on vocabulary learning. Pre-test and post-...
11 CitationsSource
#1Isabel L. BeckH-Index: 43
#2Margaret G. McKeownH-Index: 33
Last. Linda KucanH-Index: 17
view all 3 authors...
Rationale for Robust Vocabulary Instruction. Choosing Words to Teach. Introducing Word Meanings. Bringing Vocabulary into the Earliest Grades. Instructional Sequences for Later Grades. Assessing and Maintaining New Vocabulary. Working with Instructional and Natural Contexts. Vocabulary and Writing. Differentiating Vocabulary Instruction. Energizing the Verbal Environment. Appendix. Menu of Instructional Activities
1,085 Citations
Cited By10
Young children’s use of digital devices is increasing as we progress through the 21st century and handheld and mobile devices, such as smartphones and tablets, have become increasingly available. While older children using tablets to read has been more broadly investigated, less is known about the impacts of digital reading on children at the stage of literacy acquisition. An analytical review was conducted on the effects of interactive e-book interventions for young children’s literacy developm...
Considerable changes have occurred in language learning with the introduction of gameful approaches in the classroom and the increase in the popularity of language applications like Duolingo. A review of existing studies on such approaches to language learning shows that gamification tends to be the most popular approach. However, this popularity has been achieved at the expense of other gameful approaches, such as the use of digital games. To gain a clearer picture of the developments and gaps ...
1 CitationsSource
#1Zeynep Ceren Şimşek (Pamukkale University)H-Index: 2
#2Nesrin Işıkoğlu Erdoğan (Pamukkale University)H-Index: 2
The purpose of this research study is to compare the effects of digital, dialogic and traditional reading on children’s language development aged 48–66 months. Fifty-six randomly selected children enrolled in three different classrooms in a public preschool in Turkey participated in the study. The three classrooms were again randomly assigned as digital, dialogic and traditional reading groups. During the reading activities, a total of 24 storybooks were read by each group every three times in 8...
1 CitationsSource
#1May Irene Furenes (University of Stavanger)
#2Natalia Kucirkova (University of Stavanger)H-Index: 16
Last. Adriana G. Bus (University of Stavanger)H-Index: 5
view all 3 authors...
This meta-analysis examines the inconsistent findings across experimental studies that compared children’s learning outcomes with digital and paper books. We quantitatively reviewed 39 studies repo...
2 CitationsSource
#1Charles L. Mifsud (University of Malta)H-Index: 5
#2Rositsa Georgieva (University of Malta)
Last. Natalia Kucirkova (University of Stavanger)H-Index: 16
view all 3 authors...
Abstract null null We examined parent-child shared reading of Maltese and English e-books in four bilingual families. Analysis of the participant videos, questionnaires and semi-structured interview data revealed positive engagement of the participating families, substantiated with three main themes from the participants’ interview accounts: balanced use of e-books and print books, the importance of nurturing child's independence with e-book use, and the unique value of e-books for child's learn...
#1X. Christine Wang (UB: University at Buffalo)H-Index: 14
#2Tanya Christ (UR: University of Rochester)H-Index: 11
Last. Charles L. Mifsud (University of Malta)H-Index: 5
view all 3 authors...
This exploratory study investigated whether/how kindergartners (ages 5–6) with different linguistic backgrounds in Malta and the U.S. engaged in similar or different reading processes with the same app book But Not the Hippopotamus in English. As part of a broader project, we purposefully sampled children who scored top three and bottom three in their retelling of the book from each of the four linguistic groups: (1) Maltese as the dominant home language in Malta, (2) English as the dominant hom...
4 CitationsSource
#1Natalia Kucirkova (UCL: University College London)H-Index: 16
Digital books, such as e-books, story apps, picture book apps, and interactive stories, are narratives presented on touchscreens with multimedia and interactive features. Evidence suggests that early reading of print versus digital books is associated with different patterns of parent–child engagement and children’s outcomes. Parents’ verbal scaffolding, children’s age, and the congruence between a book’s narrative and its interactive and multimedia features are three documented process variable...
8 CitationsSource
#1Hui-Yun SungH-Index: 7
#2Ssu-Han Chen (MCUT: Ming Chi University of Technology)H-Index: 1
Using multimedia and print storybooks, the purpose of this paper is to compare preschool children’s reading engagement with and without adult support.,A within-subject design is used to explore the effects of multimedia stories in supporting preschool children’s story comprehension and reading enjoyment. A total of 24 children aged five to six years old from a local preschool in Taiwan participated in the experiments.,A statistical analysis revealed the (non)differences in story comprehension be...
#1Tanya Christ (Oakland University)H-Index: 11
#2X. Christine Wang (SUNY: State University of New York System)H-Index: 14
Last. Hyonsuk Cho (UND: University of North Dakota)H-Index: 5
view all 4 authors...
Abstract App books are increasingly being used in classrooms and at home. However, little is known how children effectively make meaning with these. Given that app books substantially differ from print or CD ROM books, research specifically on the meaning making process with app books is needed. Grounded in transactional reading and new literacies theories, this observational study examined the relations amongst reader characteristics, app book characteristics, and comprehension outcomes. Fifty-...
9 CitationsSource
#1Natalia Kucirkova (UCL: University College London)H-Index: 16
In the past five years, there have been significant changes concerning the material and design properties of digital books, with an impact on children's enjoyment and learning from reading on screen. Despite the rapid advances in technology, research on children's digital books is disjointed. This is because of no consistent approach to the study of interactivity, an under-theorised relationship between print and digital books, and a binary design focused on either learning or playful engagement...
9 CitationsSource