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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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A meta-analysis was conducted on the effects of computer-supported early literacy interventions (strict phonological awareness training, combined phonological awareness and letter training, and use of e-books) on phonological-awareness (syllabic awareness, word blending, rhyme, phoneme awareness) and reading-related skills (concept about print, letter knowledge, decoding, spelling) across different languages in preschool and kindergarten since 1995. A total of 59 studies were identified with a...
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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 results of a meta-analysis of 20 research articles containing 89 effect sizes related to the use of digital tools and learning environments to enhance literacy acquisition for middle school students demonstrate that technology can have a positive effect on reading comprehension (weighted effect size of 0.489). Very little research has focused on the effect of technology on other important aspects of reading, such as metacognitive, affective, and dispositional outcomes. The evidence...
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Outcome measure
- Learning (7)
Instructional domain (subject)
- Computing (1)
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Literacy
- Comprehension (5)
- Language (4)
- Language development (1)
- Reading (5)
- vocabulary (4)
Education Level and Type
- ECE 0-7 (6)
- Middle school (1)
- Primary 7-10 (4)
- Secondary 11-16 (1)
Groups of students
- At-risk (2)
- EAL (2)
- Examination years (1)
- Learning difficulties (2)
- Low-performing (3)
- Low socio-economic status (4)
- SEND (4)
- typically-developing students (1)
School or home
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- Home (1)
- Mixture (2)
- School (4)
Moderating variables
Tech Hardware
- CD ROM/ DVD (2)
- Computer (4)
- 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
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Learning Approach
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- Blended learning (1)
- Classroom learning (4)
Teacher Pedagogy
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- Group learning (1)
- Scaffolding (1)
Research methods
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