Skip to main content

Advertisement

SpringerLink
Log in

Learning vocabulary through e-book reading of young children with various reading abilities

  • Published:
Reading and Writing Aims and scope Submit manuscript

Abstract

Previous studies revealed that young children learn novel word meanings by simply reading and listening to a printed book. In today’s classroom, many children’s e-books provide audio narration support so young readers can simply listen to the e-books. The focus of the present study is to examine the effect of e-book reading with audio narration support on the novel vocabulary learning of first grade students with advanced, average, and poor reading abilities. The effect of adding teacher’s word explanation on novel word learning was also examined. By employing a within-subject design, students read an e-book that contained ten explained words and another e-book containing ten unexplained words. Their performances were compared to ten unexposed control words. As a whole group, results indicated that teacher’s word explanation resulted in greater word learning compared to when word explanation was not provided. However, e-book reading conditions without teacher’s word explanation did not lead to incidental word learning from the e-book context compared to the unexposed control words. When the students were divided into subgroups based on their reading abilities, readers with higher reading abilities learned more word meanings from e-book with teacher’s word explanation. However, three subgroups of readers showed different patterns of word learning across the e-book with and without word explanation and the control conditions. Educational implications of using e-books for students with different reading abilities and limitations are discussed.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2

Similar content being viewed by others

References

  • Anderson-Inman, L., & Horney, M. (2007). Supported eText: Assistive technology through text transformations. Reading Research Quarterly, 42, 153–160. doi:10.1598/RRQ.42.1.8.

    Article  Google Scholar 

  • Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Brining words to life: Robust vocabulary instruction. New York: Guilford.

    Google Scholar 

  • Beck, I. L., McKeown, M. G., & Kucan, L. (2008). Creating robust vocabulary: Frequently asked questions & extended examples. New York: Guilford.

    Google Scholar 

  • Beck, I. L., Perfetti, C. A., & McKeown, M. G. (1982). The effects of long-term vocabulary instruction on lexical access and reading comprehension. Journal of Educational Psychology, 74, 506–521.

    Article  Google Scholar 

  • Beins, B. (2008). Research methods: A tool for life (2nd ed.). Boston: Allyn and Bacon.

    Google Scholar 

  • Biemiller, A., & Boote, C. (2006). An effective model for building meaning vocabulary in primary grades. Journal of Educational Psychology, 98, 44–62. doi:10.1037/0022-0663.98.1.44.

    Article  Google Scholar 

  • Boone, R., & Higgins, K. (2007). The role of instructional design in assistive technology research and development. Reading Research Quarterly, 42, 135–140. doi:10.1598/RRQ.42.1.5.

    Article  Google Scholar 

  • Brett, P. (1995). Multimedia for listening comprehension: The design of a multimedia-based resource for developing listening skills. System, 23, 77–85.

    Article  Google Scholar 

  • Brett, A., Rothlein, L., & Hurley, M. (1996). Vocabulary acquisition from listening to stories and explanations of target words. The Elementary School Journal, 96(4), 415–422.

    Article  Google Scholar 

  • Brett, J. (2007). The three snow bears [NOOK Book]. Retrieved from http://www.barnesandnoble.com

  • Brysbaert, M., & New, B. (2009). Moving beyond Kucera and Francis: A critical evaluation of current word frequency norms and the introduction of a new and improved word frequency measure for American English. Behavior Research Methods, 41, 977–990. doi:10.3758/BRM.41.4.977.

    Article  Google Scholar 

  • Bus, A. G., Takacs, Z. K., & Kegel, C. A. (2015). Affordances and limitations of electronic storybooks for young children’s emergent literacy. Developmental Review, 35, 79–97.

    Article  Google Scholar 

  • Cunningham, A. E. (2005). Vocabulary growth through independent reading and reading aloud to children. In E. H. Hiebert & M. L. Kamil (Eds.), Teaching and learning vocabulary: Brining research to practice (pp. 45–68). Mahwah, NJ: Erlbaum.

    Google Scholar 

  • De Jong, M. T., & Bus, A. G. (2002). Quality of book-reading matters for emergent readers: An experiment with the same book in a regular or electronic format. Journal of Educational Psychology, 94, 145–155.

    Article  Google Scholar 

  • De Jong, M. T., & Bus, A. G. (2004). The efficacy of electronic books in fostering kindergarten children’s emergent story understanding. Reading Research Quarterly, 39, 378–393.

    Article  Google Scholar 

  • Egan, T. (1999). Metropolitan cow [NOOK Book]. Retrieved from http://www.barnesandnoble.com

  • Ehri, L. C. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of Reading, 9, 167–188.

    Article  Google Scholar 

  • Elley, W. B. (1989). Vocabulary acquisition from listening to stories. Reading Research Quarterly, 24, 174–186. doi:10.2307/747863.

    Article  Google Scholar 

  • Faul, F., Erdfelder, E., Buchner, A., & Lang, A.-G. (2009). Statistical power analyses using G*Power 3.1: Tests for correlation and regression analyses. Behavior Research Methods, 41, 1149–1160.

    Article  Google Scholar 

  • Higgins, N. C., & Cocks, P. (1999). The effects of animation cues on vocabulary development. Journal of Reading Psychology, 20, 1–10. doi:10.1080/027027199278475.

    Article  Google Scholar 

  • Higgins, N., & Hess, L. (1999). Using electronic books to promote vocabulary development. Journal of Research on Computing in Education, 31, 425–430. doi:10.1080/08886504.1999.10782263.

    Article  Google Scholar 

  • Hutchison, A., & Reinking, D. (2011). Teachers’ perceptions of integrating information and communication technologies into literacy instruction: A national survey in the United States. Reading Research Quarterly, 46, 312–333.

    Article  Google Scholar 

  • International Society for Technology in Education (ISTE). (2017). Standards For Teachers. Retrieved from http://www.iste.org/standards/iste-standards/standards-for-teachers

  • Jenkins, J. R., Stein, M., & Wysocki, K. (1984). Learning vocabulary through reading. American Educational Research Journal, 21, 767–788. doi:10.3102/00028312021004767.

    Article  Google Scholar 

  • Korat, O. (2009). The effects of CD-ROM storybook reading on Israeli children’s early literacy as a function of age group and repeated reading. Education and Information Technologies, 14, 39–53.

    Article  Google Scholar 

  • Korat, O. (2010). Reading electronic books as a support for vocabulary, story comprehension and word reading in kindergarten and first grade. Computers and Education, 55, 24–31.

    Article  Google Scholar 

  • Korat, O., Levin, L., Ben-Shabt, A., Shneor, D., & Bokovza, L. (2014). Dynamic versus static dictionary with and without printed focal words in e-book reading as facilitator for word learning. Reading Research Quarterly, 49, 371–386.

    Article  Google Scholar 

  • Korat, O., & Shamir, A. (2004). Do Hebrew electronic books differ from Dutch electronic books? A replication of a Dutch content analysis. Journal of Computer Assisted Learning, 20, 257–268.

    Article  Google Scholar 

  • Korat, O., & Shamir, A. (2007). Electronic books versus adult readers: Effects on children’s emergent literacy as a function of social class. Journal of Computer Assisted learning, 23, 248–259.

    Article  Google Scholar 

  • Korat, O., & Shamir, A. (2008). The educational electronic book as a tool for supporting children’s emergent literacy in low versus middle SES groups. Computers and Education, 50, 110–124.

    Article  Google Scholar 

  • Korat, O., Shamir, A., & Arbiv, L. (2011). E-books as support for emergent writing with and without adult assistance. Education and Information Technologies, 16, 301–318.

    Article  Google Scholar 

  • Korat, O., Shamir, A., & Heibal, S. (2013). Expanding the boundaries of shared book reading: E-books and printed books in parent–child reading as support for children’s language. First language, 33, 504–523.

    Article  Google Scholar 

  • Labbo, L. D., & Kuhn, M. R. (2000). Weaving chains of affect and cognition: A young child’s understanding of CD-ROM talking books. Journal of Literacy Research, 32, 187–210.

    Article  Google Scholar 

  • Leung, C. B. (1992). Effects of word-related variables on vocabulary growth through repeated read-aloud events. In C. K. Kinzer & D. J. Leu (Eds.), Literacy research, theory, and practice: Views from many perspectives (41st Yearbook of the National Reading Conference) (pp. 231–239). Chicago: National Reading Conference.

  • Lionni, L. (2011a). Frederick [NOOK Book]. Retrieved from http://www.barnesandnoble.com

  • Lionni, L. (2011b). Swimmy [NOOK Book]. Retrieved from http://www.barnesandnoble.com

  • Maxwell, S. E., & Delaney, H. D. (2005). Designing experiments and analyzing data: A model comparison perspective (2nd ed.). Mahwah, New Jersey: Lawrence Erlbaum Associates Publishers.

    Google Scholar 

  • McKenna, M. C., & Zucker, T. A. (2008). Use of electronic storybooks in reading instruction: From theory to practice. In A. G. Bus & S. B. Neuman (Eds.), Multimedia and literacy development: Improving achievement for young learners (pp. 254–272). New York: Taylor and Francis.

    Google Scholar 

  • McKeown, M. G. (1985). The acquisition of word meaning from context by children of high and low ability. Reading Research Quarterly, 20, 482–496. doi:10.2307/747855.

    Article  Google Scholar 

  • McKeown, M. G. (1993). Creating effective definitions for young word learners. Reading Research Quarterly, 28, 17–31.

    Article  Google Scholar 

  • Mol, S. E., Bus, A. G., & de Jong, M. T. (2009). Interactive book reading in early education: A tool to stimulate print knowledge as well as oral language. Review of Educational Research, 79, 979–1007.

    Article  Google Scholar 

  • Nagy, W. E., & Anderson, R. C. (1984). How many words are there in printed school English?. Reading research quarterly, 19, 304–330.

    Article  Google Scholar 

  • Nagy, W., & Herman, P. (1984). Limitations of vocabulary instruction (Tech. Rep. No. 326). Urbana: University of Illinois, Center for the Study of Reading.

  • Nagy, W. E., Herman, P. A., & Anderson, R. C. (1985). Learning words from context. Reading Research Quarterly, 20, 233–253. doi:10.2307/747758.

    Article  Google Scholar 

  • Nicholson, T., & Whyte, B. (1992). Matthew effects in learning new words while reading. In C. K. Kinzer & D. J. Leu (Eds.), Literacy research, theory and practice: Views from many perspectives (pp. 499–503). Chicago, IL: National Reading Conference.

    Google Scholar 

  • Okolo, C., & Hayes, R. (1996). The impact of animation in CD-ROM books on students’ reading behaviors and comprehension. Paper presented at the Annual International Convention of the Council for Exceptional Children, Orlando, FL.

  • Penno, J. F., Wilkinson, I. A. G., & Moore, D. W. (2002). Vocabulary acquisition from teacher explanation and repeated listening to stories: Do they overcome the Matthew effect? Journal of Educational Psychology, 94, 23–33. doi:10.1037/0022-0663.94.1.23.

    Article  Google Scholar 

  • Robbins, C., & Ehri, L. C. (1994). Reading storybooks to kindergarteners helps them learn new vocabulary words. Journal of Educational Psychology, 86, 54–64. doi:10.1037/0022-0663.86.1.54.

    Article  Google Scholar 

  • Rosenthal, J., & Ehri, L. C. (2008). The mnemonic value of orthography for vocabulary learning. Journal of Educational Psychology, 100, 175–191.

    Article  Google Scholar 

  • Roskos, K. (2011). Design considerations for an effective e-book physical environment. Paper presented at the meeting of the American Educational Research Association, New Orleans, LA

  • Segers, E., Takke, L., & Verhoeven, L. (2004). Teacher-mediated versus computer-mediated storybook reading to children in native and multicultural kindergarten classrooms. School Effectiveness and School Improvement, 15(2), 215–226.

    Article  Google Scholar 

  • Segers, E., & Verhoeven, L. (2002). Multimedia support of early literacy learning. Computers and Education, 39, 207–221.

    Article  Google Scholar 

  • Segers, E., & Verhoeven, L. (2003). Effects of vocabulary training by computer in kindergarten. Journal of Computer Assisted learning, 19, 557–566.

    Article  Google Scholar 

  • Sénéchal, M., & Cornell, E. H. (1993). Vocabulary acquisition through shared reading experiences. Reading Research Quarterly, 28, 360–374. doi:10.2307/747933.

    Article  Google Scholar 

  • Shamir, A., & Korat, O. (2009). The educational electronic book as a tool for supporting children’s emergent literacy. In A. G. Bus & S. B. Neuman (Eds.), Multimedia and literacy development: Improving achievement for young learners (pp. 168–181). New York, NY: Routledge.

    Google Scholar 

  • Shamir, A., & Korat, O. (2015). Educational electronic books for supporting emergent literacy of kindergarteners at-risk for reading difficulties—What do we know so far? Computers in the Schools, 32, 105–121.

    Article  Google Scholar 

  • Shamir, A., Korat, O., & Shlafer, I. (2011). The effect of activity with e-book on vocabulary and story comprehension: A comparison between kindergarteners at risk of learning disabilities and typically developing kindergarteners. European Journal of Special Needs Education, 26, 311–322.

    Article  Google Scholar 

  • Shirattudin, N., Hassan, S., & Landoni, M. (2003). A usability study for promoting eContent in higher education. Educational Technology and Society, 6(4), 112–124.

    Google Scholar 

  • Silverman, R., & Hines, S. (2009). The effects of multimedia-enhanced instruction on the vocabulary of English-language learners and non-English-language learners in pre-kindergarten through second grade. Journal of Educational Psychology, 101, 305–314.

    Article  Google Scholar 

  • Smeets, D. J., & Bus, A. G. (2012). Interactive electronic storybooks for kindergartners to promote vocabulary growth. Journal of Experimental Child Psychology, 112, 36–55.

    Article  Google Scholar 

  • Smeets, D. J. H., & Bus, A. G. (2015). The interactive animated e-book as a word learning device for kindergartners. Applied Psycholinguistics, 36, 899–920.

    Article  Google Scholar 

  • Stahl, S. A. (1999). Vocabulary development. Cambridge, MA: Brookline Books.

    Google Scholar 

  • Stahl, S. A., Richek, M. A., & Vandevier, R. J. (1991). Learning meaning vocabulary through listening: A sixth-grade replication. In J. Zutell, S. McCormick, with the editorial assistance of L.L.A. Caton, & P. O’Keefe (Eds.), Learner Factors/Teacher Factors: Issues in Literacy Research and Instruction (Fortieth yearbook of the National Reading Conference) (pp. 185–192). Chicago, IL: National Reading Conference.

  • Stanovich, K. E. (1986). Cognitive processes and the reading problems of learning disabled children: Evaluating the assumption of specificity. In J. Torgesen & B. Wong (Eds.), Psychological and educational perspectives on learning disabilities (pp. 87–131). New York, NY: Academic Press.

    Google Scholar 

  • Sternberg, R. J. (1987). Liking vs. Loving: A comparative evaluation of theories. Psychological Bulletin, 102, 331–345. doi:10.1037/0033-2909.102.3.331.

    Article  Google Scholar 

  • Sternberg, R., & Powell, W. (1983). Comprehending verbal comprehension. American Psychologist, 38, 878–893. doi:10.1037/0003-066X.38.8.878.

    Article  Google Scholar 

  • Swanborn, M. S. L., & De Glopper, K. (1999). Incidental word learning while reading: A meta-analysis. Review of Educational Research, 69, 261–285. doi:10.3102/00346543069003261.

    Article  Google Scholar 

  • Tannenbaum, K. R., Torgesen, J. K., & Wagner, R. K. (2006). Relationships between word knowledge and reading comprehension in third-grade children. Scientific Studies of Reading, 10, 381–398. doi:10.1207/s1532799xssr1004_3.

    Article  Google Scholar 

  • Thurlow, M. L., Lazarus, S. S., & Hodgson, J. R. (2012). Leading the Way to Appropriate Selection, Implementation, and Evaluation of the Read-Aloud Accommodation. Journal of Special Education Leadership, 25, 72–80.

    Google Scholar 

  • Thurlow, M. L., Quenemoen, R. F., & Lazarus, S. S. (2012). Leadership for student performance in an era of accountability. In J. Crockett, B. Billingsley, & M. Boscardin (Eds.), The handbook of leadership and administration for special education. London: Routledge.

    Google Scholar 

  • Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., et al. (2003). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of literature. Journal for the Education of the Gifted, 27, 119–145. doi:10.1177/016235320302700203.

    Article  Google Scholar 

  • Underwood, G., & Underwood, J. D. M. (1998). Children’s interactions and learning outcomes with interactive talking books. Computers and Education, 30, 95–102.

    Article  Google Scholar 

  • Verhallen, M. J. A. J., & Bus, A. G. (2010). Low-income immigrant pupils learning vocabulary through digital picture storybooks. Journal of Educational Psychology, 102, 54–61. doi:10.1037/a0017133.

    Article  Google Scholar 

  • Verhallen, M. J., Bus, A. G., & de Jong, M. T. (2006a). The promise of multimedia stories for kindergarten children at risk. Journal of Educational Psychology, 98(410), 410–419.

    Article  Google Scholar 

  • Verhallen, M. J. A. J., Bus, A. G., & de Jong, M. T. (2006b). The promise of multimedia stories for kindergarten children at-risk. Journal of Educational Psychology, 98, 410–419. doi:10.1037/0022-0663.98.2.410.

    Article  Google Scholar 

  • Wagner, R. K., Torgesen, J. K., Rashotte, C. A., & Pearson, N. (2009). Test of silent reading efficiency and comprehension. Austin, TX: PRO-Ed.

    Google Scholar 

Download references

Acknowledgements

Funding was provided by West Virginia University (College of Education and Human Services Derrick Research Award).

Author information

Authors and Affiliations

  1. Department of Special Education, College of Education, California State University - Fullerton, 2600 Nutwood Ave, Suite 570, Fullerton, CA, 92831, USA

    Sung Hee Lee

Authors
  1. Sung Hee Lee
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Sung Hee Lee.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Lee, S.H. Learning vocabulary through e-book reading of young children with various reading abilities. Read Writ 30, 1595–1616 (2017). https://doi.org/10.1007/s11145-017-9740-6

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11145-017-9740-6

Keywords

Search

Navigation