E-Books in the Preschool Literacy Environment: Is There Value-Added for Word Learning?

• In Event: The Impact of Multimedia on Early Literacy Development and Essential Skills

Abstract

Purpose. Early childhood educators face a dual challenge in the recent calls to improve early literacy education: not only to meet rising expectations for instruction, but also to create literacy environments that are increasingly electronic. This study describes the introduction of ebooks into the literacy environments of preschool classrooms toward the broader goal of informing curriculum design. A growing body research suggests that the signature characteristics of ebooks do not appear to interfere with skill learning of most children, and may be promoting essential skill development for at risk children. The study explored the environmental value-added of e-books on word learning, examining (1) differences between e-book enriched vs non-enriched environments on learning of target words; (2) differences within e-book enriched environments; and (3) differential effects of e-book enriched environments for children of varying abilities.
Method. Using a quasi-experimental design, 9 Head Start classrooms were assigned to one of three conditions: non-enriched (n=3); e-book access only (n=3); e-book access + instruction (n=3). Using a purposive sampling of above, average, below approach, 38 kinder-bound children were selected based on their PPVT-4 scores. Teachers in the e-book enriched environments received a set of 7 e-books for inclusion in their early literacy curriculum over an 8-week period. A total of 32 curriculum words were selected as target words. Teachers in the access-only condition were provided guidance for making e-books available to children for book browsing. Teachers in the access + condition received brief training on a 9-step protocol for teaching target words to the child sample in shared book reading. Children were pre/post tested on target words from each e-book selection each week using a CBM that assessed receptive (Show Me) and expressive (Tell Me) vocabulary. Data were analyzed using descriptive statistics.
Results. Mean differences in total number of target words learned were statistically significant between non-enriched and access only (p<.05) and non-enriched and access + classrooms (p<.01), suggesting that the e-book resource is beneficial and a substantially positive addition to the literacy environment both indirectly and instructionally. Mean differences in the total number of words learned between the e-book access only and access + classrooms were clinically significant with an estimated 90% chance that the addition of direct instruction was beneficial and substantively positive, potentially increasing opportunities to learn target words. Mean differences in number of words learned among children of varying abilities within the enriched classrooms suggest that the enriched conditions may have been especially beneficial for children with weaker vocabularies. They generally kept pace with their more average peers, and even outperformed them slightly in adding words to their expressive vocabulary. Students with already strong vocabularies benefitted the most from the enriched conditions.

Significance. The study’s results point to the added value of e-books in the literacy environment for expanding access to text content, increasing exposure to key vocabulary for early learning, providing greater choice in shared book reading, and possibly ‘teaching’ new words in context, especially for children with weaker vocabularies.

Authors

• Kathleen A. Roskos, John Carroll University

• Danielle Simpson