A Comparison of Children’s Reading on Paper Versus Screen: A Meta-Analysis:

Published on Mar 8, 2021in Review of Educational Research
· DOI :10.3102/0034654321998074
May Irene Furenes (University of Stavanger), Natalia Kucirkova16
Estimated H-index: 16
(University of Stavanger)
+ 0 AuthorsAdriana G. Bus22
Estimated H-index: 22
(University of Stavanger)
Sources
Abstract
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...
References20
Newest
#1Frank NiklasH-Index: 1
#1Astrid WirthH-Index: 2
Last. Frank NiklasH-Index: 17
view all 4 authors...
1 CitationsSource
#1Virginia Clinton (UND: University of North Dakota)H-Index: 9
57 CitationsSource
#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
#1Gabriela Raynaudo (CONICET: National Scientific and Technical Research Council)H-Index: 2
#2Olga Alicia Peralta (CONICET: National Scientific and Technical Research Council)H-Index: 10
Children are exposed to symbolic media, such as printed or electronic pictures. The purpose of this research was to compare children’s learning of a concept (camouflage) with two different picture-book formats. Forty-four-year-olds were assigned to two conditions: learning with a printed book or with an e-book. Instruction and book contents were paired. In a quasi-experimental pre-test post-test design, we analyzed children’s learning, transfer, and justifications. Results showed that correct re...
3 CitationsSource
#1Leah Zhang-Kennedy (Carleton University)H-Index: 7
#2Yomna Abdelaziz (Carleton University)H-Index: 3
Last. Sonia Chiasson (Carleton University)H-Index: 23
view all 3 authors...
Abstract We designed an educational interactive ebook called Cyberheroes and evaluated it to assess its effectiveness at increasing children’s online privacy knowledge and behaviour, and supporting child–parent privacy-related discussions. We conducted a user study with 22 children (aged 7 to 9) and 22 parents that included usability evaluations and privacy knowledge and behaviour assessments with children pre/post-reading and 1-week later. Cyberheroes considerably increased children’s online pr...
21 CitationsSource
#1Elizabeth Spencer Kelley (MU: University of Missouri)H-Index: 7
#2Kara Kinney (MU: University of Missouri)H-Index: 1
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 wer...
10 CitationsSource
#1Susan B. Neuman (NYU: New York University)H-Index: 46
#2Kevin M. Wong (NYU: New York University)H-Index: 6
Last. Tanya Kaefer (Lakehead University)H-Index: 10
view all 3 authors...
The purpose of this study was to investigate the influence of digital and non-digital storybooks on low-income preschoolers’ oral language comprehension. Employing a within-subject design on 38 four-year-olds from a Head Start program, we compared the effect of medium on preschoolers’ target words and comprehension of stories. Four digital storybooks were adapted and printed for read-alouds. Children were randomly read two stories on the digital platform, and two by the assessors. Following the ...
12 CitationsSource
#1Susan Rvachew (McGill University)H-Index: 23
#2Kathrin Rees (McGill University)H-Index: 2
Last. Aparna Nadig (McGill University)H-Index: 14
view all 4 authors...
Shared reading interactions with electronic books (ebooks) versus paper books were compared, using a randomized controlled crossover design. The ebooks were designed to encourage an interactive reading style by the adult reader and to highlight text-meaning correspondences for the child participants. Twenty-eight children from kindergarten classes situated in a low income community participated in the study, sharing books with an adult reader. Each child shared the same paper book three times in...
18 CitationsSource
#1Gabrielle A. Strouse (U of T: University of Toronto)H-Index: 16
#2Patricia A. Ganea (U of T: University of Toronto)H-Index: 23
Abstract Transfer from symbolic media to the real world can be difficult for young children. A sample of 73 toddlers aged 17 to 23 months were read either an electronic book displayed on a touchscreen device or a traditional print book in which a novel object was paired with a novel label. Toddlers in both conditions learned the label within the context of the book. However, only those who read the traditional format book generalized and transferred the label to other contexts. An older group of...
31 CitationsSource
#1Jane Messier (FSU: Florida State University)H-Index: 1
#2Carla Wood (FSU: Florida State University)H-Index: 6
The present intervention study explored the word learning of 18 children with cochlear implants in response to E-book instruction. Capitalizing on the multimedia options available in electronic storybooks, the intervention incorporated videos and definitions to provide a vocabulary intervention that includes evidence-based teaching strategies. The extent of the children's word learning was assessed using three assessment tasks: receptive pointing, expressively labeling, and word defining. Childr...
10 CitationsSource
Cited By2
Newest
#1Ofra Korat (BIU: Bar-Ilan University)H-Index: 23
#2Merav Tourgeman (BIU: Bar-Ilan University)
Last. Ora Segal-DroriH-Index: 6
view all 3 authors...
We examined intervention programs using an e-book with expansions for promoting story comprehension developed for this study. In program (a), teachers received coaching on how to support the children while activating the e-book with expansions aimed at supporting the story content; in program (b), the children worked independently with the e-book with expansions; in program (c), the children worked with the e-book without expansions (control). In all three programs, the children read the e-book ...
Source