Published using Google Docs
Article Summary (Ken Mol)
Updated automatically every 5 minutes

The article by Amelia Moody provides insight on the current status of e-storybook performance of emergent literacy skills versus that of a traditional storybook. E-storybooks refer to any kind of electronically displayed story that operates similarly to that of having a story read aloud, but also contain features that assist in letter/sound and word recognition.  The skills referred to in this meta-analysis include “oral language, phonological awareness, print awareness, and alphabet knowledge.”  The argument among researchers is the credibility of e-storybooks potential for higher student proficiency. Based on the majority of the data collected in this analysis, e-storybooks support two main clauses “reading engagement and scaffolding for emergent literacy development during storybook reading activities.”  In regards to reading engagement, the most recent research suggests, from the article, “in 5-year-old children participation in traditional and e-storybook reading interactions and found increased comprehension and vocabulary outcomes in the electronic conditions over the traditional conditions (Verhallen et. al., 2006)” and another study by Moody “found significantly higher levels of persistence favoring the e-storybook condition over traditional storybook condition...from economically disadvantaged homes (2009).”  When looking at e-books ability to scaffold children’s skills, research suggests gains in word identification, comprehension, oral retell fluency, vocabulary, rhyming, and significant gains in phonological awareness.  Other research implies no significant gains in phonological awareness and comprehension when comparing e-storybooks and traditional storybooks, causing some contradictions.

Moody continues to explore genres pertaining to developmental appropriateness, aligning goals to digital features, and the quality of e-storybook research.  When reviewing e-storybook developmental appropriate practice (DAP), “age, individuality, and culture and social content” should be focal. In cohesion with this statement, teachers need to review e-storybooks for content that is appropriate for their level. Digital features have also been found to distract from the goals present or not present at all.  “Hotspots” or locals of great interest have inhibited many students from the comprehension of text.  These hotspots are often associated with excessive gaming and digital media such as animations, video, or other forms of multi-media. As Moody explored supporting research, she had found only “42.9% of experimental studies being of high quality in a recent meta-analysis” and small sample sizes in some of the quasi-experimental studies.  Two of her studies along found data to be “statistically insignificant.” Based on her findings, she believes there should be quality research conducted to find conclusive answers to the effectiveness of e-storybook use for “developing emergent literacy skills.”

In her summary, she concludes that if educators would like to provide their learners with e-storybooks they need to identify ones of appropriate demeanor in regards to developmental skills aligning with goals, work in conjunction with traditional e-storybooks through educational instruction, and having educators review all e-storybooks for distracting digital features.

Works Cited

Moody, Amelia K. (2010). Using Electronic Books in the Classroom to Enhance Emergent Literacy Skills in Young Children. Journal of Literacy and Technology, 11(4), 22-52. Retrieved from Education Research Complete -- Publications database.