Skip to main content

Kids with lower vocabularies using e-books learn more with adult than pre-recorded voice


Ok, here are not unexpected results from research, but it is still important to trust (or in this case expect) but verify. Books are books, be they ebooks, popup books or printed chapter books, and with books interaction helps, creates more engagement and motivation. What I'm hoping from this is also the research on the books without parent (or other person) interaction, then does having the book read itself help there. Reading to children is great, but not all adults do read to their children, and many children live in a text sparse environment.  Does the book reading aloud help those students with the lower vocabulary when there is no one to read to them? As for comprehension, the study also found that the "children with above-average vocabularies did well on the camouflage post-test regardless of whether the adult or the book read to them." But again, what about a non-read to group? Well ebook research continues.



http://www.maryrvogt.com


Kids with lower vocabularies using e-books learn more with adult than pre-recorded voice

UNIVERSITY OF TORONTO
https://www.eurekalert.org/pub_releases/2016-12/uot-sfc120516.php 

Overall, preschoolers learned about camouflage from both books. But, when researchers divided the four-year-olds into two groups - one group with children of higher than average vocabulary level, and one group of children with average and lower English vocabularies - they found that the children with average and lower English vocabularies showed poorer comprehension when the book read itself.

Comments

Popular posts from this blog

Ebooks as Textbooks - Part 2 - Highlighting

Highlighting can be a very effective tool in reading and learning no matter the kind of text being read: from novels to textbooks. Most textbooks or other forms of information text will usually used text features along with graphics to help organize information presented in the text.  These elements are done to help focus attention on important or key concepts and provide additional information. The text organization itself can include structural elements such as heading, subheading, index, glossary, paragraph spacing, bulleted or numbered lists, sidebars or side boxes, italics, underlines or bold for words or even sections. Graphic content can include the use of symbols, colors, illustrations, pictures, diagrams, charts, and graphs. Poor highlighting design - too much text has been highlighted.  The act of highlighting is less time consuming and much easier than note-taking ( to be discussed in an upcoming posting). To be effective in highlighting it should be a kind of  meta

Ebooks as Textbooks Part 8: Textbook structure

Textbooks usually have a structure, and it doesn't matter if it is an electronic textbook or a paper printed one, the people who put the textbook together usually make it have a structure to help you better understand what you are reading and learning. Textbooks are usually a type of text known as informational or expository text - this is text written to inform, and can be things like textbook chapters, newspaper and magazine articles, and other reference materials like encyclopedia items. The other kind of text that you usually encounter in school is narrative text, where a story is being told - which could be fictional or non-fiction. And while textbooks are informational text, many will also have narrative text, usually as stories to help you better understand the concept, although in an English or literature class the stories are often more the focus of the learning. Textbook Elements With an electronic textbook it might be hard to see the structure, because you cant riffle

Reading from paper compared to screens: A systematic review and meta‐analysis

Just finished reading an interesting study that was a meta-analysis of digital versus paper reading. The research done by Virginia Clinton ( https://onlinelibrary.wiley.com/doi/full/10.1111/1467-9817.12269 ) concluded with: Reading from screens, such as tablets, smartphones and computers, has become ubiquitous for leisure, academic and work‐related reading. This review examined the literature on performance and two processes in reading text from screens and paper. There is legitimate concern that reading on paper may be better in terms of performance and efficiency. Future examination of key issues related to mind wandering, medium preference and contextual cues provided by medium will inform the practical implications of reading text from paper compared to screens. The study is well done and I wouldn't have any issues with her conclusions. Her study looked at  33 high-quality studies that tested students’ comprehension after they were randomly assigned to read on a screen o