Dynamic Versus Static Dictionary With and Without Printed Focal Words in E‐Book Reading as Facilitator for Word Learning

Abstract

AbstractWe investigated the extent to which a dictionary embedded in an e‐book with static or dynamic visuals with and without printed focal words affects word learning. A pretest–posttest design was used to measure gains of expressive words' meaning and their spelling. The participants included 250 Hebrew‐speaking second graders from low‐socioeconomic status families who were randomly assigned to five equal groups. Four groups read the e‐book with a dictionary with (1) static visuals (SVs) without the printed focal words, (2) dynamic visuals (DVs) without the printed focal words, (3) SVs with the printed focal words, or (4) DVs with the printed focal words. The fifth group read the e‐book without a dictionary (control). The results show that word explanations and word use progressed the most after reading the e‐book with DVs and printed focal words. Less progress was observed when reading with SVs with printed focal words and DVs without printed focal words. Even less progress was observed when reading with SVs without printed focal words. The lowest support was in the control group, who read the e‐book without a dictionary. Word spelling progressed significantly in all groups. This study contributes to our knowledge on the potential benefits of multimedia for supporting the language and literacy of preschoolers. More specifically, it shows the contribution of a dynamic dictionary together with printed focal words for expressive word learning, along with the benefit of highlighted text in an e‐book for supporting word spelling.