Skip to main content

Advertisement

SpringerLink
Log in

Effects of multimedia story reading and questioning on preschoolers’ vocabulary learning, story comprehension and reading engagement

  • Research Article
  • Published:
Educational Technology Research and Development Aims and scope Submit manuscript

Abstract

The use of multimedia story applications on touch-interactive mobile devices has become prevalent in early education settings. However, despite the promise of multimedia story applications for early learning outcomes, there has been a dearth of research on the educational benefits of such tools, and whether their effects can be strengthened with the integration of questioning strategies. This study investigated the effects of multimedia story reading and questioning on children’s literacy skills, including vocabulary learning, story comprehension and reading engagement. Using a 2 (multimedia vs. paper) × 2 (question vs. no question) design, a total of 72 participants were randomly assigned to one of four conditions: multimedia story reading, multimedia story reading with questioning, paper story reading, and paper story with questioning. To identify the effects of Media and Questioning on children’s vocabulary learning, story comprehension, and reading engagement, we conducted a series of two-way ANCOVAs, controlling for different covariates as appropriate. The results showed significant interaction of media and questioning on target vocabulary and significant main effect of media for engagement, but the results showed no significant main effects of either media or questioning for comprehension. This study demonstrated research tools to examine children’s learning and engagement with interactive mobile devices, and suggested potential benefits of multimedia story reading and questioning for learning. We discuss implications of these findings for the design and use of multimedia storybooks.

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
Fig. 3

Similar content being viewed by others

References

  • August, D., Carlo, M., Dressler, C., & Snow, C. (2005). The critical role of vocabulary development for English language learners. Learning Disabilities Research & Practice, 20(1), 50–57.

    Article  Google Scholar 

  • Barnett, W. S., & Yarosz, D. J. (2004). Who goes to preschool and why does it matter? Policy Matters, 8(15), 2–16.

    Google Scholar 

  • Battenberg, J. K., & Merbler, J. B. (1989). Touch screen versus keyboard: a comparison of task performance of young children. Journal of Special Education Technology, 10(2), 24–28.

    Article  Google Scholar 

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

    Google Scholar 

  • Best Apps for Kids. (2014). Best Apps for Kids. Retrieved from http://www.bestappsforkids.org/.

  • Biemiller, A., & Boote, C. (2006). An effective method for building meaning vocabulary in primary grades. Journal of Educational Psychology, 98(1), 44–62.

    Article  Google Scholar 

  • Blewitt, P., Rump, K. M., Shealy, S. E., & Cook, S. A. (2009). Shared book reading: When and how questions affect young children’s word learning. Journal of Educational Psychology, 101(2), 294–304.

    Article  Google Scholar 

  • Bus, A. G. (2001). Joint caregiver—child storybook reading: A route to literacy development. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (Vol. 1, pp. 179–191). New York: Guilford Press.

    Google Scholar 

  • Cain, K., Oakhill, J., & Bryant, P. (2004a). Children’s reading comprehension ability: concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96(1), 31–42.

    Article  Google Scholar 

  • Cain, K., Oakhill, J., & Lemmon, K. (2004b). Individual differences in the inference of word meanings from context: the influence of reading comprehension, vocabulary knowledge, and memory capacity. Journal of Educational Psychology, 96(4), 671–681.

    Article  Google Scholar 

  • Carnine, D., Kameenui, E. J., & Coyle, G. (1984). Utilization of contextual information in determining the meaning of unfamiliar words. Reading Research Quarterly, 19(2), 188–204. doi:10.2307/747362.

    Article  Google Scholar 

  • Chall, J. S. (1995). Readability revisited: The new Dale-Chall readability formula. Cambridge: Brookline Books.

    Google Scholar 

  • Clark, J. M., & Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3(3), 149–210. doi:10.1007/BF01320076.

    Article  Google Scholar 

  • Collins, M. F. (2010). ELL preschoolers’ English vocabulary acquisition from storybook reading. Early Childhood Research Quarterly, 25(1), 84–97. doi:10.1016/j.ecresq.2009.07.009.

    Article  Google Scholar 

  • Common Sense Media. (2014). Common sense media. Retrieved from https://www.commonsensemedia.org/app-reviews.

  • Deckner, D. F., Adamson, L. B., & Bakeman, R. (2006). Child and maternal contributions to shared reading: Effects on language and literacy development. Journal of Applied Developmental Psychology, 27(1), 31–41.

    Article  Google Scholar 

  • Doty, D. E., Popplewell, S. R., & Gregg, O. (2001). Interactive cd-rom storybooks and young readers’ reading comprehension. Journal of Research on Computing in Education, 33(4), 374–384. doi:10.1080/08886504.2001.10782322.

    Article  Google Scholar 

  • Esbensen, F.-A., Deschenes, E. P., Vogel, R. E., West, J., Arboit, K., & Harris, L. (1996). Active parental consent in school-based research an examination of ethical and methodological issues. Evaluation Review, 20(6), 737–753.

    Article  Google Scholar 

  • Feagans, L., & Farran, D. C. (1981). How demonstrated comprehension can get muddled in production. Developmental Psychology, 17(6), 718–727.

    Article  Google Scholar 

  • Field, A. (2009). Discovering statistics using SPSS. Book (Vol. 2nd ed). SAGE publications Ltd.

  • Fletcher, K. L., Perez, A., Hooper, C., & Claussen, A. H. (2005). Responsiveness and attention during picture-book reading in 18 month-old to 24 month-old toddlers at risk. Early Child Development & Care, 175(1), 63–83. doi:10.1080/0300443042000230339.

    Article  Google Scholar 

  • Fletcher, K. L., & Reese, E. (2005). Picture book reading with young children: A conceptual framework. Developmental Review, 25(1), 64–103. doi:10.1016/j.dr.2004.08.009.

    Article  Google Scholar 

  • Fredricks, J. A., Blumenfeld, P. C., & Alison, H. P. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109.

    Article  Google Scholar 

  • Guthrie, J. T., Wigfield, A., Barbosa, P., Perencevich, K. C., Taboada, A., Davis, M. H., et al. (2004). Increasing reading comprehension and engagement through concept-oriented reading instruction. Journal of Educational Psychology, 96(3), 403–423.

    Article  Google Scholar 

  • Guthrie, J. T., Wigfield, A., & You, W. (2012). Instructional contexts for engagement and achievement in reading. In A. L. Reschly & C. Wylie (Eds.), Christenson SL (pp. 601–634). New York: Handbook of Research on Student Engagement Springer. doi:10.1007/978-1-4614-2018-7_29.

    Google Scholar 

  • Isbell, R., Sobol, J., Lindauer, L., & Lowrance, A. (2004). The effects of storytelling and story reading on the oral language complexity and story comprehension of young children. Early Childhood Education Journal, 32(3), 157–163.

    Article  Google Scholar 

  • Jewitt, C. (2008). Multimodality and literacy in school classrooms. Review of Research in Education, 32(1), 241–267.

    Article  Google Scholar 

  • Justice, L. M., Skibbe, L. E., Mcginty, A. S., Piasta, S. B., & Petrill, S. (2011). Feasibility, efficacy, and social validity of home-based storybook reading intervention for children with language impairment. Journal of Speech, Language & Hearing Research, 54(2), 523–538.

    Article  Google Scholar 

  • Kelley, E. S., Goldstein, H., Spencer, T. D., & Sherman, A. (2015). Effects of automated Tier 2 storybook intervention on vocabulary and comprehension learning in preschool children with limited oral language skills. Early Childhood Research Quarterly, 31, 47–61. doi:10.1016/j.ecresq.2014.12.004.

    Article  Google Scholar 

  • King-Sears, M. (2009). Universal design for learning: Technology and pedagogy. Learning Disability Quarterly, 32(4), 199–201.

    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 & Education, 55(1), 24–31. doi:10.1016/j.compedu.2009.11.014.

    Article  Google Scholar 

  • Martinez, R. S., Aricak, O. T., & Jewell, J. (2008). Influence of reading attitude on reading achievement: A test of the temporal-interaction model. Psychology in the Schools, 45(10), 1010–1023.

    Article  Google Scholar 

  • Mayer, R. E. (2002). Multimedia learning. Psychology of Learning and Motivation, 41, 85–139. doi:10.1016/S0079-7421(02)80005-6.

    Article  Google Scholar 

  • Mayer, R. E. (2005). The Cambridge handbook of multimedia learning. New York: University of Cambridge.

    Book  Google Scholar 

  • Mayer, R. E., & Anderson, R. B. (1992). The instructive animation: Helping students build connections between words and pictures in multimedia learning. Journal of Educational Psychology, 84(4), 444–452. doi:10.1037/0022-0663.84.4.444.

    Article  Google Scholar 

  • Mayer, R. E., & Gallini, J. K. (1990). When is an illustration worth ten thousand words? Journal of Educational Psychology, 82(4), 715–726.

    Article  Google Scholar 

  • McManis, L. D., & Gunnewig, S. B. (2012). Finding the education in educational technology with early learners. Young Children, 67(3), 14–24.

    Google Scholar 

  • Mohr, K. A., & Mohr, E. S. (2007). Extending English-language learners’ classroom interactions using the response protocol. The Reading Teacher, 60(5), 440–450.

    Article  Google Scholar 

  • Moody, A. 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.

    Google Scholar 

  • Moody, A. K., Justice, L. M., & Cabell, S. Q. (2010). Electronic versus traditional storybooks: relative influence on preschool children’s engagement and communication. Journal of Early Childhood Literacy, 10(3), 294–313. doi:10.1177/1468798410372162.

    Article  Google Scholar 

  • Moreno, R., & Mayer, R. E. (1999). Cognitive principles of multimedia learning: The role of modality and contiguity. Journal of Educational Psychology, 91(2), 358–368. doi:10.1037/0022-0663.91.2.358.

    Article  Google Scholar 

  • Morrow, L. M. (1984). Reading stories to young children: Effects of story structure and traditional questioning strategies on comprehension. Journal of Literacy Research, 16(4), 273–288. doi:10.1080/10862968409547521.

    Google Scholar 

  • Neumann, M. M., & Neumann, D. L. (2014). Touch screen tablets and emergent literacy. Early Childhood Education Journal, 42(4), 231–239.

    Article  Google Scholar 

  • Oceanhouse Media. (2012). Polar Bear Horizon.

  • Paivio, A. (2006). Dual coding theory and education Draft chapter for the conference on Pathways to Literacy Achievement for High Poverty Children. Ann Arbor: University of Michigan School of Education.

    Google Scholar 

  • Paris, A. H., & Paris, S. G. (2007). Teaching narrative comprehension strategies to first graders. Cognition and Instruction, 25(1), 1–2. doi:10.1080/07370000709336701.

    Article  Google Scholar 

  • Pisha, B., & Coyne, P. (2001). Smart from the start: The promise of universal design for learning. Remedial and special education, 22(4), 197–203.

    Article  Google Scholar 

  • Plowman, L., Stevenson, O., Stephen, C., & McPake, J. (2012). Preschool children’s learning with technology at home. Computers & Education, 59(1), 30–37. doi:10.1016/j.compedu.2011.11.014.

    Article  Google Scholar 

  • Reese, E., & Cox, A. (1999). Quality of adult book reading affects children’s emergent literacy. Developmental Psychology, 35(1), 20–28.

    Article  Google Scholar 

  • Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing students’ engagement by increasing teachers’ autonomy support. Motivation and Emotion, 28(2), 147–169.

    Article  Google Scholar 

  • Reinking, D. (2001). Multimedia and engaged reading in a digital world. In L. Verhoeven & K. Snow (Eds.), Literacy and motivation: Reading engagement in individuals and groups (pp. 195–221). Mahwah: Erlbaum.

    Google Scholar 

  • Robbins, C., & Ehri, L. C. (1994). Reading storybooks to kindergartners helps them learn new vocabulary words. Journal of Educational Psychology, 86(1), 54–64.

    Article  Google Scholar 

  • Roskos, K., Burstein, K., & You, B. (2012). A typology for observing children’s engagement with ebooks at preschool. Journal of Interactive Online Learning, 11(2), 47–66.

    Google Scholar 

  • Sadoski, M., & Paivio, A. (2001). Imagery and text: A dual coding theory of reading and writing. Abingdon: Routledge.

    Google Scholar 

  • Segers, E., & Verhoeven, L. (2002). Multimedia support of early literacy learning. Computers & Education, 39(3), 207–221.

    Article  Google Scholar 

  • Sénéchal, M. (1997). The differential effect of storybook reading on preschoolers’ acquisition of expressive and receptive vocabulary. Journal of Child Language, 24(1), 123–138.

    Article  Google Scholar 

  • Sénéchal, M., & Cornell, E. H. (1993). Vocabulary acquisition through shared reading experiences. Reading Research Quarterly, 28(4), 360–374.

    Article  Google Scholar 

  • Sénéchal, M., Thomas, E., & Monker, J. A. (1995). Individual differences in 4-year-old children’s acquisition of vocabulary during storybook reading. Journal of Educational Psychology, 87(2), 218–229.

    Article  Google Scholar 

  • Shrout, P. E., & Fleiss, J. L. (1979). Intraclass correlations: uses in assessing rater reliability. Psychological Bulletin, 86(2), 420–428.

    Article  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(2), 305–314.

    Article  Google Scholar 

  • Skarakis-Doyle, E., & Dempsey, L. (2008). Assessing story comprehension in preschool children. Topics in Language Disorders, 28(2), 131–148.

    Article  Google Scholar 

  • Smeets, D. J. H., & Bus, A. G. (2012). Interactive electronic storybooks for kindergartners to promote vocabulary growth. Journal of Experimental Child Psychology, 112(1), 36–55. doi:10.1016/j.jecp.2011.12.003.

    Article  Google Scholar 

  • Snow, C. E., & Sweet, A. P. (2003). Reading for comprehension. In A. P. Sweet & C. E. Snow (Eds.), Rethinking reading comprehension. New York: Guilford Press.

    Google Scholar 

  • Stahl, S. (1983). Differential word knowledge and reading comprehension. Journal of Literacy Research, 15(4), 33–50. doi:10.1080/10862968309547495.

    Google Scholar 

  • Tannenbaum, R. S. (2000). Multimedia developers can learn from the history of human communication. Ubiquity. doi:10.1145/354567.354568.

    Google Scholar 

  • Unsworth, L. (2006). Towards a metalanguage for multiliteracies education: Describing the meaning—making resources of language-image interaction. English Teaching, 5(1), 55–76.

    Google Scholar 

  • Van Kleeck, A. (2008). Providing preschool foundations for later reading comprehension: The importance of and ideas for targeting inferencing in storybook-sharing interventions. Psychology in the Schools, 45(7), 627–643. doi:10.1002/pits.20314.

    Article  Google Scholar 

  • Verhallen, M., & Bus, A. G. (2010). Low-income immigrant pupils learning vocabulary through digital picture storybooks. Journal of Educational Psychology, 102(1), 54–61. doi:10.1037/a0017133.

    Article  Google Scholar 

  • Verhallen, M., Bus, A. G., & de Jong, M. T. (2006). The promise of multimedia stories for kindergarten children at risk. Journal of Educational Psychology, 98(2), 410–419. doi:10.1037/0022-0663.98.2.410.

    Article  Google Scholar 

  • Wasik, B. A., & Bond, M. A. (2001). Beyond the pages of a book: Interactive book reading and language development in preschool classrooms. Journal of Educational Psychology, 93(2), 243–250. doi:10.1037/0022-0663.93.2.243.

    Article  Google Scholar 

  • Whorrall, J., & Cabell, S. Q. (2016). Supporting children’s oral language development in the preschool classroom. Early Childhood Education Journal, 44(4), 335–341. doi:10.1007/s10643-015-0719-0.

    Article  Google Scholar 

  • Wierzbicka, A. (1999). Emotions Across Languages and Cultures: Diversity and Universals. Cambridge: Cambridge University Press.

    Book  Google Scholar 

  • Wigfield, A., Guthrie, J. T., Perencevich, K. C., Taboada, A., Klauda, S. L., McRae, A., et al. (2008). Role of reading engagement in mediating effects of reading comprehension instruction on reading outcomes. Psychology in the Schools, 45(5), 432–445. doi:10.1002/pits.20307.

    Article  Google Scholar 

  • Rideout, V. (2011). Zero to eight: Children’s media use in America. San Francisco: Common Sense Media.

    Google Scholar 

  • Yadav, A., Phillips, M., Lundeberg, M. A., Koehler, M. J., Clouse, K., & Dirkin, K. H. (2011). If a picture is worth a thousand words is video worth a million? Differences in affective and cognitive processing of video and text cases. Journal of Computing in Higher Education, 23(1), 15–37.

    Article  Google Scholar 

  • Zucker, T., Moody, A. K., & McKenna, M. C. (2009). The effects of electronic books on pre-kindergarten-to-grade 5 students’ literacy and language outcomes: a research synthesis. Journal of Educational Computing Research, 40(1), 47–87. doi:10.2190/EC.40.1.c.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Educational Studies, College of Education, Purdue University, West Lafayette, IN, 47906, USA

    Ninger Zhou

  2. Department of Counseling, Educational Psychology and Special Education, College of Education, Michigan State University, East Lansing, Michigan, USA

    Aman Yadav

Authors
  1. Ninger Zhou
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Aman Yadav
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Ninger Zhou.

Ethics declarations

Conflict of interest

The authors declare that they have no conflict of interest.

Appendix

Appendix

See Table 4.

Table 4 Reading engagement protocol
Full size table

For each 30 s interval (Deckner et al. 2006), give a rating from 0 to 2 for the following statements. 0-rarely, indicates that the activity is not observed. 1-sometimes, indicates that the activity is observed occasionally. 2-frequently, indicates that the activity is observed for more than half of the time.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Zhou, N., Yadav, A. Effects of multimedia story reading and questioning on preschoolers’ vocabulary learning, story comprehension and reading engagement. Education Tech Research Dev 65, 1523–1545 (2017). https://doi.org/10.1007/s11423-017-9533-2

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11423-017-9533-2

Keywords

Search

Navigation