Electronic Storybooks Among Children of Low SES: Critically Re-Evaluating the Evidence from 1997-2009

Abstract

This critical synthesis re-evaluates a widely-cited sample of peer-reviewed empirical journal articles supporting electronic storybooks as a promising medium for literacy learning among preschoolers of low SES. From a critical re-assessment of these experimental studies across quality variables indicative of good research design (e.g., participant description, treatment detail, treatment fidelity, operationalized measures, measure reliability, internal and external validity, and clarity of causal inference), synthesis results indicate that all studies contained methodological weaknesses in one of more of these areas. The most serious flaws observed were failure to utilize proven instrumentation, inadequately described samples, small samples, and non-uniform treatment conditions. Evidence suggests that higher quality studies are needed before conclusive statements can be made on the efficacy of e-storybooks for vulnerable populations. Implications and recommendations for future e-storybook research are discussed.