Based on the available empirical evidence, it was investigated in the present dissertation which features of electronic storybooks are beneficial for young children's language and literacy... Show moreBased on the available empirical evidence, it was investigated in the present dissertation which features of electronic storybooks are beneficial for young children's language and literacy development. In a meta-analysis interactive features like 'hotspots' and games were found to distract children from the story. Switching between listening to a story and playing with interactive elements requires multitasking and might be too demanding for young children's cognitive capacities. In contrast, multimedia elements like animation, background music and sound effects that illustrate the abstract language of narrative stories were found to facilitate children's comprehension of the story and word learning. For instance, motion in animated illustrations were found to attract children's attention to the part of the picture that is relevant to the oral narration and thus facilitate story comprehension. Guidelines for developers, parents and teachers are discussed. Show less
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’... Show moreThis 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. Show less
