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Language abilities in the early years are a strong predictor of children’s success in school. However, a considerable number of children enter school with poor language skills. Therefore, one of the most important but also challenging mandates of early childhood education and care [ECEC] is to promote these skills before school enrolment. Meta-analytic evidence suggests that shared book reading is a valuable tool to narrow this gap in the early years. In the digital age, ebooks might offer...
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Background: The array of availability of diverse digital reading applications, the mixed results emerging from small-scale experimental studies, as well as the long-standing tradition and range of known positive developmental outcomes gained from adultchild storybook reading warrant an investigation into electronic storybooks (e-books) by performing a meta-analysis, which includes recent studies.
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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 reported in 30 articles (n = 1,812 children) and compared children’s story comprehension and vocabulary learning in relation to medium (reading on paper versus on-screen), design enhancements in digital books, the presence of a dictionary, and adult support for children aged between 1 and 8 years. The...
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The present meta-analysis challenges the notion that young children necessarily need adult scaffolding in order to understand a narrative story and learn words as long as they encounter optimally designed multimedia stories. Including 29 studies and 1272 children, multimedia stories were found more beneficial than encounters with traditional story materials that did not include the help of an adult for story comprehension (g+ = 0.40, k = 18) as well as vocabulary (g+ = 0.30, k = 11). However,...
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The English Review Group completed an overarching systematic review of the impact of Information and Communication Technology (ICT) on literacy learning in English in 2002 (Andrews et al., 2002). In this review, a ‘map’ described all the included research in the field. An in-depth sub-review reported on the impact of networked ICT on literacy learning (Andrews et al., 2002). This present review is one of a further four in-depth sub-reviews that address aspects of the overarching question –...
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Outcome measure
Instructional domain (subject)
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Literacy
- Comprehension
- Language (5)
- Language development (1)
- Reading (5)
- Spelling (1)
- vocabulary (5)
- writing (1)
Education Level and Type
- ECE 0-7
- High school 16-18 (1)
- K-12 (1)
- Primary 7-10 (5)
- Secondary 11-16 (1)
Groups of students
- At-risk (2)
- EAL (3)
- Learning difficulties (3)
- Low-performing (3)
- Low socio-economic status (4)
- SEND (4)
- typically-developing students (1)
School or home
- _No mention (1)
- Home (1)
- Mixture (2)
- School (3)
Moderating variables
Tech Hardware
- CD ROM/ DVD (2)
- Computer (3)
- E-book hardware - e.g. kindle (4)
- Handheld device (2)
- Interactive whiteboards (1)
- Internet (1)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (5)
- Radio (1)
- Tablet (3)
- Touch-screen (2)
- TV (2)
Tech Software
Tech mechanism
Learning Approach
- _No mention (3)
- Blended learning (1)
- Classroom learning (2)
Teacher Pedagogy
- _No mention (2)
- Feedback (1)
- Group learning (1)
- Scaffolding (2)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (3)
- Mixture or unknown (2)
Quality of research
- High: 6+ (6)
- Medium: 4 or above (1)