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Descriptors:
Electronic Equipment; Vocabulary Development; Computer Assisted Instruction; Questioning Techniques; Reading; Children; Handheld Devices; Feedback (Response); Word Recognition; Reader Text Relationship; Multiple Choice Tests

Abstract:
The goals of this study were to examine (a) whether extratextual vocabulary instructions embedded in electronic storybooks facilitated word learning over reading alone and (b) whether instructional formats that required children to invest more effort were more effective than formats that required less effort. A computer-based "assistant" was added to electronic storybooks. The assistant posed extratextual vocabulary questions. Questions were presented in a multiple-choice format so that children could respond by clicking on the picture that best represented the target word. In Experiment 1 (N = 20), children read stories with and without questions. Children learned more words when reading with questions than without. Expressive vocabulary was particularly affected by question insertion. In Experiment 2 (N = 27), we used two methods for teaching words: one requiring more effort on the part of children (questions) and one requiring less effort ("hotspots" that provide definitions). Results revealed that questions were more beneficial than just providing a definition or synonym of the target word. Implications for designing new e-book apps are discussed. (Contains 6 figures and 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Control Groups; Reading Aloud to Others; Effect Size; Literacy; Meta Analysis; Vocabulary Development; Intervention; Measures (Individuals); Expressive Language; Risk; Language Impairments; Parent Child Relationship; Reading Research; Coding; Dialogs (Language)

Abstract:
Book reading has been demonstrated to promote vocabulary. The current study was conducted to examine the added value of an interactive shared book reading format that emphasizes active as opposed to noninteractive participation by the child. Studies that included a dialogic reading intervention group and a reading-as-usual control group, and that reported vocabulary as an outcome measure were located. After extracting relevant data from 16 eligible studies, a meta-analysis was conducted to attain an overall mean effect size reflecting the success of dialogic reading in increasing children's vocabulary compared to typical shared reading. When focusing on measures of expressive vocabulary in particular (k = 9, n = 322), Cohen's d was 0.59 (SE = 0.08; 95% CI = 0.44, 0.75; p less than 0.001), which is a moderate effect size. However, the effect size reduced substantially when children were older (4 to 5 years old) or when they were at risk for language and literacy impairments. Dialogic reading can change the home literacy activities of families with 2- to 3-year-old children but not those of families with children at greatest risk for school failure. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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