Meta‐analysis examining the effects of electronic storybooks on language and literacy outcomes for children in grades Pre‐K to grade 2

Abstract

AbstractBackgroundThe array of availability of diverse digital reading applications, the mixed results emerging from small‐scale experimental studies, as well as the long‐standing tradition and range of known positive developmental outcomes gained from adult‐child storybook reading warrant an investigation into electronic storybooks (e‐books) by performing a meta‐analysis, which includes recent studies.ObjectivesThe overall purpose of this meta‐analysis is to examine the impact of e‐book reading on language and literacy development of young children when compared with traditional reading of print books with or without adult scaffolding in a structured and controlled environment.MethodsThis meta‐analysis includes experimental studies published between 2008 and 2021 with a target population of 3–8 year‐olds (n = 2.317).Results and conclusionsAnalyses indicated a small positive effect for e‐books when compared with print books on language and literacy development [g = 0.25; 95% CI = (0.09, 0.42)]. A moderate positive effect was found for vocabulary learning, [g = 0.40; 95% CI = (0.10, 0.69)], especially in relation to expressive vocabulary [g = 0.54; 95% CI = (0.08, 1.00)]. In addition, we found a significant positive correlation between multimedia e‐books and the development of code‐related skills. However, no significant differences were found between e‐book and print book reading in relation to story comprehension.ImplicationsFindings showed that digital features combined with adult scaffolding produced significant positive effects when compared with traditional print book reading with adult support. The findings have practical ramifications, since they can help researchers and educators identify which digital features have the greatest influence on improving children's language and literacy skills when engaging with e‐books.