Abstract
This mixed method study, grounded in Vygotsky’s sociocultural theory, examines if nonfiction e-books read independently by children enrolled in a summer reading program will increase vocabulary, improve comprehension, and enhance motivation to read as compared to children reading nonfiction trade books with adult support. Findings indicate improved vocabulary identification in all intervention groups (i.e., e-book, adult support, and independent) after reading. However, there was no significant difference in improvement regarding vocabulary or motivation to read when comparing the intervention groups. Although not significant, the results indicated the post-test mean was higher than the pre-test mean for the teacher group for motivation for recreational reading. Conversely, in all other areas of motivation for reading, the pre-test mean was higher than the post-test mean, indicating lower motivation for reading at the end of the summer program. The study also found that children with adult support gave the most accurate retellings, followed by the e-book group, and finally the independent group. Overall, the interview data across all groups included positive attitudes regarding the use of e-books and a preference for reading e-books rather than regular trade books.
Similar content being viewed by others
References
Adam, N., & Wild, M. (1997). Applying CD-ROM interactive storybooks to learning to read. Journal of Computer Assisted learning, 13, 132–199.
Adamson, T. K. (2008). Pluto: A dwarf planet. Mankato, MN: Capstone Press.
Berk, L. E., & Winsler, A. (1999). Scaffolding children’s learning: Vygotsky and early childhood education. Washington, DC: National Association for the Education of Young Children.
Bus, A. G., Verhallen, M. J. A. J., & de Jong, M. T. (2009). How onscreen storybooks contribute to early literacy. In A. G. Bus & S. B. Neuman (Eds.), Multimedia and literacy development: Improving achievement for young learners (pp. 153–167). New York: Routledge.
Ciampa, K. (2012a). ICANREAD: The effects of an online reading program on grade 1 students’ engagement and comprehension strategy use. Journal of Research on Technology in Education, 45(1), 27–59.
Ciampa, K. (2012b). Improving grade one students’ reading motivation with online electronic storybooks. Journal of Educational Media and Hypermedia, 21(1), 5–28.
Ciampa, K. (2012c). Reading in the digital age: Using electronic books as a teaching tool for beginning readers. Canadian Journal of Learning and Technology, 38(2), 1–26.
Dalton, B., & Proctor, C. P. (2008). The changing landscape of text and comprehension in the age of new literacies. In J. Coiro, M. Knobel, C. Lankshear, & D. Leu (Eds.), Handbook of research on new literacies (pp. 297–324). Mahwah, NJ: Lawrence Erlbaum.
de Jong, M. T., & Bus, A. G. (2002). Quality of book-reading matters for emergent readers: An experiment with the same book in a regular or electronic format. Journal of Educational Psychology, 94, 145–155.
de Jong, M. T., & Bus, A. G. (2003). How well suited are electronic books to support literacy? Journal of Early Childhood Literacy, 3(2), 147–164.
de Jong, M. T., & Bus, A. G. (2004). The efficacy of electronic books in fostering kindergarten children’s emergent story understanding. Reading Research Quarterly, 39(4), 378–393.
Doty, D. E., Popplewell, S. R., & Byers, G. O. (2001). Interactive CD-ROM storybooks and young readers’ reading comprehension. Journal of Research on Computing in Education, 33, 374–384.
Follett. (2013). 2013 survey of ebook usage in U.S. school (K-12) libraries. School Library Journal. Retrieved from https://s3.amazonaws.com/WebVault/research/SchoolLibraryReport-2013.pdf.
Fountas, I., & Pinnell, G. S. (1996). Guided reading: Good first teaching for all children. Portsmouth: Heinemann.
Glasgow, J. (1996). It’s my turn! Part II: Motivating young readers using CD-ROM storybooks. Learning and Leading with Technology, 24, 18–22.
Grant, J. M. A. (2004). Are electronic books effective in teaching young children reading and comprehension? International Journal of Instructional Media, 31(3), 303–308.
Grimshaw, S., Dungworth, N., McKnight, C., & Morris, A. (2007). Electronic books: Children’s reading and comprehension. British Journal of Educational Technology, 38(4), 583–599.
Guthrie, J. T., & Davis, M. H. (2003). Motivating struggling readers in middle school through an engagement model of classroom practice. Reading & Writing Quarterly, 19(1), 59–85
Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In M. L. Kamil, P. B. Mosenthan, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (pp. 403–422). London: Lawrence Erlbaum Associates.
Higgins, N. C., & Cocks, P. (1999). The effects of animation cues on vocabulary development. Journal of Reading Psychology, 20, 1–10.
Hoffman, J. L., & Paciga, K. A. (2014). Click, swipe, and read: Sharing e-books with toddlers and preschoolers. Early Childhood Education Journal, 42(6), 379–388.
International Reading Association. (2009). New literacies and 21 st century technologies: A position statement of the International Reading Association. Retrieved from http://www.reading.org/Libraries/position-statements-and-resolutions/ps1067_NewLiteracies21stCentury.pdf.
Ipcizade, C. (2008). Lions. Mankato, MN: Capstone Press.
Jones, T., & Brown, C. (2011). Reading engagement: A comparison between ebooks and traditional print books in an elementary classroom. International Journal of Instruction, 4(2), 5–22.
Karemaker, A., Pitchford, N. J., & O’Malley, C. (2008). Using whole-word multimedia software to support literacy acquisition: A comparison with traditional books. Educational and Child Psychology, 25(3), 97–118.
Kim, J. E., & Anderson, J. (2008). Mother-child shared reading with print and digital texts. Journal of Early Childhood Literacy, 8(2), 213–245.
Labbo, L. D., & Kuhn, M. R. (2000). Weaving chains of affect and cognition: A young child’s understanding of CD-ROM talking books. Journal of Research, 32, 187–210.
Lamb, A., & Johnson, L. (2011). Nurturing a new breed of reader: Five real-world issues. Teacher Librarian, 39(1), 56–63.
Larson, L. C. (2010). Digital readers: The next chapter in e-book reading and response. The Reading Teacher, 64(1), 15–22.
Lefever-Davis, S., & Pearman, C. (2005). Early readers and electronic texts: CD-ROM storybook features that influence reading behaviors. The Reading Teacher, 58(5), 4–10.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills: Sage Publications.
Lowry, R. (1998-2012). VassarStats: Website for statistical computation. Retrieved from http://vassarstats.net/.
Mackin Educational Resources. (2012). Classroom: E-resources. Retrieved from http://www.mackin.com/.
Matthew, K. (1997). A comparison of influence of interactive CD-ROM storybooks. Journal of Research on Computing in Education, 29(3), 263–276.
Maynard, S. (2010). The impact of e-books on young children’s reading habits. Publishing Research Quarterly, 26(4), 236–248.
McKenna, M. C., & Kear, D. J. (1990). Measuring attitude toward reading: A new tool for teachers. The Reading Teacher, 43(8), 626–639.
Medwell, J. (1996). Talking books and reading. Reading, 30, 41–46.
Medwell, J. (1998). The talking books projects: Some further insights into the use of talking books to develop reading. Reading, 32(1), 3–8.
Miller, D. (2012). Creating a classroom where readers flourish. The Reading Teacher, 66(2), 88–92.
Moody, A. K. (2010). Using electronic books in the classroom to enhance emergent literacy skills in young children. Journal of Literacy and Technology, 11(4), 22–52.
Moody, A. K., Justice, L. M., & Cabell, S. Q. (2010). Electronic versus traditional storybooks: Relative influence on preschool children’s engagement and communication. Journal of Early Childhood Literacy, 10(3), 294–313.
Morgan, H. (2013). Multimodal children’s e-books help young learners read. Early Childhood Education Journal, 41, 477–483.
Morgan, P. L., & Sideridis, G. D. (2006). Contrasting the effectiveness of fluency interventions for students with or at risk for learning disabilities: A multilevel random coefficient modeling meta-analysis. Learning Disabilities Research and Practice, 21, 190–210.
National Association of Young Children & Fred Rogers Center for Early Learning and Children’s Media. (2012, January). Technology and interactive media as tools in early childhood programs serving children from birth through age 8. Retrieved from www.naeyc.org/files/naeyc/file/positions/PS_technology_WEB2.pdf.
Padak, N., & Potenza-Radis, C. (2010). Motivating struggling readers: Three keys to success. New England Reading Association Journal, 45(2), 1–7.
Pearman, C. (2008). Independent reading of CD-ROM storybooks: Measuring comprehension with oral retellings. The Reading Teacher, 61(8), 594–602.
Prensky, M. (2001). Digital natives: Digital immigrants. On the Horizon, 9(5), 1–9.
Rhodes, J. A., & Milby, T. M. (2007). Teacher-created electronic books: Integrating technology to support readers with learning disabilities. The Reading Teacher, 61(13), 255–259.
Roskos, K., Brueck, J., & Widman, S. (2009). Investigating analytic tools for e-book design in early literacy learning. Journal of Interactive Online Learning 8(3), 218–240. Retrieved from www.ncolr.org/jiol/issues/pdf/8.3.3.pdf.
Salmon, L. G. (2014). Factors that affect emergent literacy development when engaging with electronic books. Early Childhood Education Journal, 42, 85–92.
Schugar, H. R., Smith, C. A., & Schugar, J. T. (2013). Teaching with interactive picture ebooks in grades K-6. The Reading Teacher, 66(8), 615–624.
Shamir, A., & Baruch, D. (2012). Educational e-books: A support for vocabulary and early math for children at risk for learning disabilities. Educational Media International, 49(1), 33–47.
Shamir, A., & Korat, O. (2006). How to select CD-ROM storybooks to support young children’s literacy. Childhood Education, 83, 219–224.
Shamir, A., & Korat, O. (2009). The educational electronic book as a tool for supporting children’s emergent literacy. In A. G. Bus & S. B. Neuman (Eds.), Multimedia and literacy development: Improving achievement for young learners (pp. 168–181). New York: Routledge.
Shamir, L. G., & Shlafer, I. (2011). E-books' effectiveness in promoting phonological awareness and concept about print: A comparison between children at-risk for learning disabilities and typically developing kindergartners. Computers and Education, 57(3), 1989–1997.
Sideridis, G. D., & Scanlon, D. (2006). Motivational issues in learning disabilities. Learning Disability Quarterly, 29, 131–135.
Smith, F. (2004). Understanding reading: A psycholinguistic analysis of reading and learning to read. New York: Routledge.
Strauss, A., & Corbin, A. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Thousand Oaks, CA: Sage Publications.
Verhallen, M., Bus, A. G., & de Jong, M. T. (2006). The promise of multimedia stories for kindergarten children at risk. Journal of Educational Psychology, 98, 410–419.
Vygotsky, L. (1978). Mind in society. Cambridge: Harvard University Press.
Wang, P. Y., Chang, H. W., & Yang, F. J. (2014). The effect of text-tracking design on 4th graders’ reading of e-books. In Proceedings of international symposium on language, linguistics, literature and education 2014 (ISLLLE 2014) (pp. 62–69). July 22–24, 2014. Sapporo, Japan.
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, 89–100.
Yokota, J., & Teale, W. H. (2014). Picture books and the digital world: Educators making informed choices. The Reading Teacher, 67(8), 577–585.
Zucker, T. A., Moody, A. J., & McKenna, M. C. (2009). The effects of electronic books on prekindergarten-to-grade 5 students’ literacy and language outcomes: A research synthesis. Journal of Educational Computing Research, 40(1), 47–87.
Author information
Authors and Affiliations
Corresponding author
Electronic supplementary material
Below is the link to the electronic supplementary material.
Rights and permissions
About this article
Cite this article
Barnyak, N.C., McNelly, T.A. The Literacy Skills and Motivation to Read of Children Enrolled in Title I: A Comparison of Electronic and Print Nonfiction Books. Early Childhood Educ J 44, 527–536 (2016). https://doi.org/10.1007/s10643-015-0735-0
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10643-015-0735-0