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The Impact of E-Book Reading on Young Children’s Emergent Literacy Skills: An Analytical Review

Young children’s use of digital devices is increasing as we progress through the 21st century and handheld and mobile devices, such as smartphones and tablets, have become increasingly available. While older children using tablets to read has been more broadly investigated, less is known about the i...

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Detalles Bibliográficos
Autores principales: López-Escribano, Carmen, Valverde-Montesino, Susana, García-Ortega, Verónica
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8296384/
https://www.ncbi.nlm.nih.gov/pubmed/34208785
http://dx.doi.org/10.3390/ijerph18126510
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author López-Escribano, Carmen
Valverde-Montesino, Susana
García-Ortega, Verónica
author_facet López-Escribano, Carmen
Valverde-Montesino, Susana
García-Ortega, Verónica
author_sort López-Escribano, Carmen
collection PubMed
description Young children’s use of digital devices is increasing as we progress through the 21st century and handheld and mobile devices, such as smartphones and tablets, have become increasingly available. While older children using tablets to read has been more broadly investigated, less is known about the impacts of digital reading on children at the stage of literacy acquisition. An analytical review was conducted on the effects of interactive e-book interventions for young children’s literacy development when compared to (a) listening to print books, (b) regular school programs, and (c) reading non-enhanced and non-interactive e-books. A significant additional beneficial effect of e-book interventions was found for phonological awareness and vocabulary learning based on data from 1138 children in 14 randomized controlled trial (RCT) studies. When e-books are properly selected and used, children develop literacy skills equally well and sometimes better than with print books. Additionally, e-book interventions outperformed the regular school program in the development of literacy skills. Similarly, enhanced e-book conditions revealed benefits over the non-enhanced e-book interventions in literacy skill acquisition. The impact of these findings related to health issues, e-book design, disadvantaged populations, and adult-led e-book sharing is discussed.
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spelling pubmed-82963842021-07-23 The Impact of E-Book Reading on Young Children’s Emergent Literacy Skills: An Analytical Review López-Escribano, Carmen Valverde-Montesino, Susana García-Ortega, Verónica Int J Environ Res Public Health Review Young children’s use of digital devices is increasing as we progress through the 21st century and handheld and mobile devices, such as smartphones and tablets, have become increasingly available. While older children using tablets to read has been more broadly investigated, less is known about the impacts of digital reading on children at the stage of literacy acquisition. An analytical review was conducted on the effects of interactive e-book interventions for young children’s literacy development when compared to (a) listening to print books, (b) regular school programs, and (c) reading non-enhanced and non-interactive e-books. A significant additional beneficial effect of e-book interventions was found for phonological awareness and vocabulary learning based on data from 1138 children in 14 randomized controlled trial (RCT) studies. When e-books are properly selected and used, children develop literacy skills equally well and sometimes better than with print books. Additionally, e-book interventions outperformed the regular school program in the development of literacy skills. Similarly, enhanced e-book conditions revealed benefits over the non-enhanced e-book interventions in literacy skill acquisition. The impact of these findings related to health issues, e-book design, disadvantaged populations, and adult-led e-book sharing is discussed. MDPI 2021-06-16 /pmc/articles/PMC8296384/ /pubmed/34208785 http://dx.doi.org/10.3390/ijerph18126510 Text en © 2021 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Review
López-Escribano, Carmen
Valverde-Montesino, Susana
García-Ortega, Verónica
The Impact of E-Book Reading on Young Children’s Emergent Literacy Skills: An Analytical Review
title The Impact of E-Book Reading on Young Children’s Emergent Literacy Skills: An Analytical Review
title_full The Impact of E-Book Reading on Young Children’s Emergent Literacy Skills: An Analytical Review
title_fullStr The Impact of E-Book Reading on Young Children’s Emergent Literacy Skills: An Analytical Review
title_full_unstemmed The Impact of E-Book Reading on Young Children’s Emergent Literacy Skills: An Analytical Review
title_short The Impact of E-Book Reading on Young Children’s Emergent Literacy Skills: An Analytical Review
title_sort impact of e-book reading on young children’s emergent literacy skills: an analytical review
topic Review
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8296384/
https://www.ncbi.nlm.nih.gov/pubmed/34208785
http://dx.doi.org/10.3390/ijerph18126510
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