Storybook apps as a tool for early literacy development

Smeets, D.J.H. (2012)

Doctoral Thesis

This thesis reports three studies examining how electronic storybooks contribute to young children’s literacy development. Study 1 shows that ‘reading’ e-books facilitates 4- to 6-year-olds’ vocabulary development and story comprehension. Video books including motion pictures and sounds/music were more effective than versions with merely static illustrations, in particular for learning new vocabulary. Interactive video books including extra-textual word meaning explanations were the best alternative to stimulate word learning. In Study 2, two methods of extra-textual vocabulary instruction were compared. Results showed that instructional formats that require children to invest more effort are more effective than formats that require less effort: multiple-choice questions were more beneficial than providing definitions. In addition to these effects in normative groups, Study 3 showed that independent e-book ‘reading’ is effective in children with severe language impairments (SLI) as well. However, background music and sounds embedded in video books interfered with word learning: e-books were only effective when the audio included the narration only. In sum, this thesis shows that media-specific design features such as video and interactivity may make ‘independent e-book reading’ a valuable tool to promote early language and literacy development.

• Storybook reading
• E-books
• Video-books
• Interactivity
• Extra-textual vocabulary instruction
• Kindergarten
• Vocabulary
• Story comprehension
• SLI

• All authors: Smeets, D.J.H.
• Supervisor: Bus, A.G.
• Committee: Broek, P.W. van den; Lierop-Debrauwer, W.L.H. van; Glopper, de
• Qualification: Doctor (dr.)
• Awarding Institution: Faculty of Social and Behavioural Sciences, Leiden University
• Date: 2012-12-20
• Court: LEI Universiteit Leiden