Using E-Books or Trade Books With Children at Risk: A Comparison of Literacy Skills

• In Event: Poster Session 4
  In Poster Session: Poster Fair A: Examining Student Outcomes

Abstract

This mixed method study, grounded in Vygotsky’s sociocultural theory, examines if nonfiction e-books read independently by children will improve vocabulary and comprehension acquisition, and motivation for reading as compared to children reading nonfiction trade books with adult support. Findings indicate improved vocabulary identification in all intervention groups (i.e., e-book, adult support, and independent) after reading. However, there was no significant difference in improvement regarding vocabulary or motivation to read when comparing the intervention groups. Children with adult support gave the most accurate retellings, followed by the e-book group, and finally the independent group. The interview data across all groups included positive attitudes regarding the use of e-books and a preference for reading e-books rather than regular trade books.

Authors

• Natalie Conrad Barnyak, University of Pittsburgh - Johnstown

• Tracy A. Mcnelly, Norwin School District