Effects of Multimedia-Enhanced Storybooks on Young Children's Vocabulary and Comprehension Knowledge: A Meta-Analysis

• In Event: Instructional Approaches in Early Childhood Education

Abstract

This meta-analysis examines the effectiveness of using multimedia-enhanced storybooks to teach vocabulary and comprehension skills when compared to print storybook read-aloud with young children (PreK-K). An initial search of titles and abstracts identified 79 studies; however, upon further examination 28 studies with 39 independent effect sizes met all inclusion criteria. Moderator variables were conducted to determine whether effectiveness of incorporating multimedia-enhanced storybooks differed by multimedia, contextual, methodological, and participant characteristics. Practical and methodological findings are discussed as they relate to PreK to Kindergarten development of vocabulary knowledge and story comprehension skills.

Authors

• Carlos Joe Anguiano, RMC Research Corporation

• Kira Joy Carbonneau, Washington State University - Pullman

• Olusola Olalekan Adesope, Washington State University