Helpful or Hindering? Pop-Up Dictionary Effects on Bilingual Children's Reading Comprehension

• In Event: AERA Roundtable Session Sunday 7:45 am - Gold 2
  In Roundtable Session: Literacies and language development

Abstract

This study investigated the effects of pop-up dictionary features on reading comprehension among 71 English–French bilingual students in Grades 2 to 4. Using a within-participants design, students read three digital storybooks under different conditions: (1) baseline (no supports), (2) visual-support (static image and text definitions), and (3) combined visual and audio support. While the highest comprehension scores were observed in the combined condition, differences across conditions were not statistically significant. Multilevel modeling revealed that grade level and English language learner status significantly predicted comprehension outcomes. Findings suggest that user-initiated dictionary supports may disrupt narrative flow and impose cognitive load. The study highlights the importance of thoughtful digital feature design and calls for responsive tools that support linguistically diverse learners.

Authors

• Krystina Raymond, San Diego State University

• Samantha Burns, University of Guelph