Learning Vocabulary of Children With Various Reading Abilities From E-Book Reading and Recorded Word Explanation

• In Event: AERA Poster Session 3
  In Poster Session: Innovations in Literacy Research, Theory, and Practice: Poster Session 1

Abstract

With the rapid advancement in technology, children’s e-books have rapidly replaced traditional printed books. Yet, we still know little about how to effectively use e-books to support these children with various reading abilities. To rectify this gap, this study investigates the effects of e-book reading with audio narration and some recorded word explanation on the novel vocabulary learning of first-grade students with poor, average, and advanced reading performances. Results indicate that all three groups of readers benefit from reading an e-book with and without a recorded word explanation. Also, readers with higher reading abilities tend to learn more word meanings from e-books with the recorded word explanation.

Author

• Sung Hee Lee, California State University - Fullerton