Reading electronic books as a support for vocabulary, story comprehension and word reading in kindergarten and first grade
Computers & Education, 55 (1):
24-31 (2010)Abstract
The effect of reading an electronic storybook (e-book) on Israeli children’s language and literacy was
examined in kindergarten children (N = 40; age 5:2–6:3) compared to first graders (N = 50; age 6:3–
7:4). The children in each age group were randomly assigned to two groups: an intervention group which
read the e-book five times and a control group which was afforded the regular school program. Pre- and
post-tests included vocabulary and word reading measures. Post-tests included story comprehension and
production. Children who read the e-book exhibited significant progress in word meaning and word reading compared to the control group. Kindergarten children progressed in word reading more significantly
than first graders across treatment groups. This could be explained by the ceiling effect of the first graders’ word reading level which did not leave much room for progress in this skill compared to the kindergarten children. No interaction was found between age and treatment groups. Kindergarten children
exhibited a good level of story comprehension, similar to first graders, although their story production
was lower. Implications for future research and education are discussed.
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