Kim / Hassinger-Das Reading in the Digital Age: Young Children's Experiences with E-books

International Studies with E-books in Diverse Contexts
1. Auflage 2019
ISBN: 978-3-030-20077-0
Verlag: Springer International Publishing
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band 18, 293 Seiten

Reihe: Literacy Studies

This edited book focuses on affordances and limitations of e-books for early language and literacy, features and design of e-books for early language and literacy, print versus e-books in early language and literacy development, and uses of and guidelines for how to use e-books in school and home literacy practices. Uniquely, this book includes critical reviews of diverse aspects of e-books (e.g., features) and e-book uses (e.g., independent reading) for early literacy as well as multiple examinations of e-books in home and school contexts using a variety of research methods and/or theoretical frames. The studies of children's engagement with diverse types of e-books in different social contexts provide readers with a contemporary and comprehensive understanding of this topic. Research has demonstrated that ever-increasing numbers of children use digital devices as part of their daily routine. Yet, despite children's frequent use of e-books from an early age, there is a limited understanding regarding how those e-books are actually being used at home and school. As more e-books become available, it is important to examine the educational benefits and limitations of different types of e-books for children. So far, studies on the topic have presented inconsistent findings regarding potential benefits and limitations of e-books for early literacy activities (e.g., independent reading, shared reading). The studies in this book aim to fill such gaps in the literature. 

Autoren/Hrsg.

Kim, Ji Eun

Hassinger-Das, Brenna

Inhaltsverzeichnis

1;Contents;6
2;Contributors;8
3;Introduction to the Edited Volume;11
3.1;1 The Prevalence of e-Books;12
3.2;2 The Conflicting Evidence;12
3.3;3 How This Book Captures These Issues;13
3.4;4 Book Overview;13
3.4.1;4.1 e-Book Features and Literacy Development;13
3.4.2;4.2 e-Books and Literacy Practices at Home;14
3.4.3;4.3 e-Books and Literacy Practices in Schools;15
3.4.4;4.4 e-Books and Special Populations;16
3.5;5 Summary and Future Directions;16
3.6;References;17
4;Part I: e-Book Features and Literacy Development;19
4.1;The Four Pillars of Learning: e-Books Past, Present, and Future;20
4.1.1;1 The Four Pillars and Book Reading;22
4.1.1.1;1.1 Dialogic Reading;22
4.1.1.2;1.2 Research with e-Books: A Moving Target?;27
4.1.2;2 Conclusion;27
4.1.3;References;28
4.2;From Print to Digital: The Medium Is Only Part of the Message;31
4.2.1;1 The Cognitive Theory of Multimedia Learning: An Integrative Perspective;33
4.2.2;2 Predicting the Learning Potential of e-Books and Learning Apps;34
4.2.2.1;2.1 The Individual Child;35
4.2.2.2;2.2 The Content of e-Books and Digital Screen Media;37
4.2.2.3;2.3 The Viewing and Reading Contexts;41
4.2.3;3 Conclusion;45
4.2.4;References;46
4.3;The Promise of Multimedia Enhancement in Children’s Digital Storybooks;52
4.3.1;1 How Multimedia Support Learning;53
4.3.2;2 How Digital Storytelling May Help Synchronize Picture and Narration;55
4.3.3;3 Efficacy of Enhanced Multimedia;56
4.3.4;4 Effects of Music and Sound;57
4.3.5;5 Efficacy of Playful Enhancements;58
4.3.6;6 Towards Literary Interactivity;60
4.3.7;7 Conclusion;62
4.3.8;References;62
4.3.8.1;Digital Books Mentioned in This Chapter;64
4.4;e-Book Design and Young Children’s Behaviour: The Case of Alphabet Books;65
4.4.1;1 Alphabet e-Books;66
4.4.2;2 The Present Study;68
4.4.3;3 Method;69
4.4.3.1;3.1 e-Book Materials;69
4.4.3.2;3.2 Participants;74
4.4.3.3;3.3 Procedure;74
4.4.3.4;3.4 Behaviour Coding;75
4.4.3.5;3.5 Data Preparation and Analytic Approach;76
4.4.4;4 Results;77
4.4.4.1;4.1 Children’s Book Behaviours by e-Book;78
4.4.5;5 Discussion;84
4.4.5.1;5.1 The Double Face of Animations;85
4.4.5.2;5.2 Enhancing the Alphabet Aspect of Alphabet e-Books;86
4.4.6;6 Conclusion;87
4.4.7;References;88
5;Part II: e-Books and Literacy Practices at Home;92
5.1;Parent Preferences: e-Books Versus Print Books;93
5.1.1;1 Introduction;93
5.1.1.1;1.1 Mobile Screen Media Prevalence for Preschool-Aged Children;94
5.1.1.2;1.2 The Importance of Reading;94
5.1.1.3;1.3 Parent Attitudes Toward Media;95
5.1.1.4;1.4 Overview of the Current Study;96
5.1.2;2 Methods;96
5.1.2.1;2.1 Participants and Design;96
5.1.3;3 Results;98
5.1.3.1;3.1 Reported Usage of e-Books and Print Books;98
5.1.3.2;3.2 Beliefs About Book Purposes;99
5.1.3.3;3.3 Preferred Book Features;100
5.1.3.4;3.4 Pressures and Perceptions;100
5.1.4;4 Discussion;101
5.1.4.1;4.1 Limitations and Future Directions;103
5.1.5;5 Conclusion;104
5.1.6;References;104
5.2;Technology Support for Adults and Children Reading Together: Questions Answered and Questions Raised;106
5.2.1;1 Introduction;107
5.2.1.1;1.1 Book-Reading Language;107
5.2.1.2;1.2 Parent Training;108
5.2.1.3;1.3 Technology Support for Parents;109
5.2.1.4;1.4 Technology Support for Children;109
5.2.1.5;1.5 Summary;110
5.2.2;2 Designing Technology Support for Adult-Child Joint Reading;111
5.2.2.1;2.1 Family Story Play and StoryVisit;111
5.2.2.2;2.2 Read with Me, Talk with Me;112
5.2.2.3;2.3 iRead With;114
5.2.2.4;2.4 Dialogic Actress;115
5.2.2.5;2.5 Summary: Designs;115
5.2.3;3 Research on Technology Supports for Adult-Child Reading Behaviors;117
5.2.3.1;3.1 Family Story Play;117
5.2.3.2;3.2 StoryVisit;117
5.2.3.3;3.3 Read with Me, Talk with Me;118
5.2.3.4;3.4 iRead With;119
5.2.3.5;3.5 Dialogic Actress;119
5.2.3.6;3.6 Summary: Methods;120
5.2.4;4 Research Findings;120
5.2.4.1;4.1 Family Story Play;121
5.2.4.2;4.2 StoryVisit;121
5.2.4.3;4.3 Read with Me, Talk with Me;122
5.2.4.4;4.4 iRead With;123
5.2.4.5;4.5 Dialogic Actress;125
5.2.4.6;4.6 Summary: Results;125
5.2.5;5 Discussion;126
5.2.5.1;5.1 Parent Training in Dialogic Strategies;126
5.2.5.2;5.2 Print Referencing;126
5.2.5.3;5.3 Parasocial Relationships;126
5.2.5.4;5.4 Control of Character Scaffolding;127
5.2.5.5;5.5 Research Conducted in Lab Versus Home;128
5.2.6;6 Next Steps: Generalization of Strategies Learned;128
5.2.7;7 Technology Support for Adult-Child Reading: Questions Raised;129
5.2.8;References;131
6;Part III: e-Books and Literacy Practices in Schools;136
6.1;Digital Reading Programs: Definitions, Analytic Tools and Practice Examples;137
6.1.1;1 Digital Reading Platforms Defined;138
6.1.2;2 Digital Reading Platforms Under the Lens;141
6.1.3;3 Best Practice Examples of Digital Reading Platforms in Action;148
6.1.4;4 Where to Go From Here;152
6.1.5;Appendix: e-Book Quality Rating Tool;153
6.1.6;References;156
6.2;The Power of a Story: Reading Live and Electronic Storybooks to Young Children;159
6.2.1;1 The Importance of Stories;160
6.2.2;2 The Potential for Media;161
6.2.3;3 Blending Reading Experiences in the Digital Age;162
6.2.4;4 A Tale of Two Stories: Digital and Live Platforms;164
6.2.5;5 Case Study 1: No Influence by Medium;167
6.2.6;6 Case Study 2: Stories Matter;170
6.2.7;7 Reading in the Digital Age: A Both-And Approach;171
6.2.8;8 Reaching Families Where They Are;172
6.2.9;References;173
6.3;The Effects of Digital Literacy Support Tools on First Grade Students’ Comprehension of Informational e-Books;176
6.3.1;1 Theoretical Framework;179
6.3.1.1;1.1 Stages of Reading Development;180
6.3.1.2;1.2 CCSS: An Increased Emphasis on Informational Texts in Primary Grades;180
6.3.1.3;1.3 CCSS: An Increased Emphasis on Using Technology;181
6.3.2;2 Methods;184
6.3.2.1;2.1 Selection of Site and Description of Participants;184
6.3.2.2;2.2 Research Design;185
6.3.2.3;2.3 Materials;185
6.3.2.4;2.4 Procedure;186
6.3.2.5;2.5 Data Analysis;186
6.3.3;3 Quantitative Findings;187
6.3.3.1;3.1 Investigating the Patterns Between First-Grade Students’ Use of Literacy Support Tools and their Reading Comprehension Score;187
6.3.4;4 Qualitative Findings;188
6.3.4.1;4.1 Rock, Paper, Scissors… Annotation? A Parallel Between Students’ Literacy Support Tool Preferences and Reading Level;188
6.3.4.2;4.2 To Write or Not to Write: The Battle of the Keyboard Versus the Sticky Note;189
6.3.4.3;4.3 First Graders Can Do It!: Making the Connection Between School and Home;190
6.3.5;5 Discussion;190
6.3.5.1;5.1 Investigating the Patterns Between First-Grade Students’ Use of Literacy Support Tools and Their Reading Comprehension Score While Reading e-Books;190
6.3.5.2;5.2 The Perceived Experiences of First-Grade Students’ Reading Comprehension of Informational e-Books;192
6.3.6;6 Implications for Practice;192
6.3.7;7 Limitations;193
6.3.8;8 Implications for Future Research;193
6.3.9;9 Conclusion;194
6.3.10;References;194
6.4;Designing Dialogs Around Picture Book Apps;198
6.4.1;1 Background;199
6.4.1.1;1.1 Literacy and Literature in Kindergarten;200
6.4.2;2 Theoretical Perspectives and Applications;201
6.4.2.1;2.1 Design;201
6.4.2.2;2.2 Affordances;202
6.4.2.3;2.3 Research on Affordances of Text and Medium;202
6.4.2.4;2.4 Designing the Dialogical Reading Situation;204
6.4.3;3 Methods;205
6.4.4;4 Discussion of Relevant Dimensions;206
6.4.4.1;4.1 Affordances of the Text;206
6.4.4.2;4.2 Affordances of the Medium;209
6.4.4.3;4.3 Designing the Reading Situation to Facilitate Dialog;209
6.4.5;5 A Model for Analyzing Picture Book Apps as Available Design for Dialog-Based Reading;210
6.4.6;6 Case Study: Yesper and Noper in the VEBB Project;211
6.4.6.1;6.1 Affordances of the Text;211
6.4.6.2;6.2 Affordances of the Medium;212
6.4.6.3;6.3 The Design of the Reading Situation;213
6.4.7;7 Conclusion;214
6.4.8;References;215
6.5;Practical Strategies for e-Book Use in Early Childhood Classrooms (K-5);217
6.5.1;1 e-Book Use;218
6.5.2;2 Picture of e-Book Research in Classrooms;218
6.5.2.1;2.1 Student Benefits;219
6.5.2.2;2.2 Teacher Benefits;222
6.5.3;3 Challenges for Students and Teachers;226
6.5.4;4 What Teachers Should Consider When Selecting e-Books;227
6.5.5;5 What Populations Are Best Served by e-Books?;227
6.5.6;6 Conclusion;229
6.5.7;References;230
7;Part IV: e-Books and Special Populations;234
7.1;Metacognitive Intervention with e-Books to Promote Vocabulary and Story Comprehension Among Children at Risk for Learning Disabilities;235
7.1.1;1 Students at Risk for Learning Disabilities: Definitions and Characteristics;236
7.1.2;2 Metacognition and Children with Learning Disabilities;237
7.1.3;3 Promoting Literacy Among Children with LD: Multisensory Learning and e-Books;238
7.1.4;4 Metacognitive Guidance to Promote Literacy Skills: Two Studies;241
7.1.4.1;4.1 Study 1;241
7.1.4.2;4.2 Study 2;244
7.1.5;5 Improving Vocabulary and Story Comprehension: Does Metacognition Matter?;247
7.1.6;References;249
7.2;A Meta-analysis of Multimedia Applications: How Effective Are Interventions with e-Books, Computer-Assisted Instruction and TV/Video on Literacy Learning?;256
7.2.1;1 Becoming Literate;257
7.2.2;2 Individual Differences in Reading Development;258
7.2.3;3 Multimedia;260
7.2.4;4 Computer-Assisted Instruction;262
7.2.5;5 Purpose of the Study;264
7.2.6;6 Method;265
7.2.6.1;6.1 Search Criteria;265
7.2.6.2;6.2 Search Strategy;265
7.2.6.3;6.3 Selection of Relevant Studies;266
7.2.6.4;6.4 Coding;266
7.2.7;7 Results;275
7.2.7.1;7.1 Descriptive Statistics;275
7.2.7.2;7.2 Meta-analysis;276
7.2.7.3;7.3 Multilevel Modelling;276
7.2.8;8 Discussion;281
7.2.8.1;8.1 Comparisons with Other Meta-analyses: CAI;283
7.2.8.2;8.2 Implementation Variables in CAI;284
7.2.8.3;8.3 Comparisons with Other Meta-analyses: e-Books;285
7.2.8.4;8.4 Limitations;286
7.2.9;9 Conclusion;286
7.2.10;Appendices;287
7.2.10.1;Appendix 1: Principal Component Analysis of Literacy Outcomes in Two Primary Studies;287
7.2.10.2;Appendix 2: Effect Sizes for Separate Literacy Outcomes (Van Daal and Sandvik 2013);287
7.2.11;References;288