Abstract
The effects of electronic book (e-book) and printed book reading on children’s emergent reading with and without adult instruction were investigated. One hundred twenty-eight 5- to 6-year-old kindergarten children from low SES families were randomly assigned to one of four groups (32 children each): (1) independently reading the e-book (EB); (2) reading the e-book with adult instruction (EBI); (3) reading the printed book with adult instruction (PBI); and (4) receiving the regular kindergarten program (control). The three intervention groups included four book-reading sessions each. Pre- and post-intervention emergent reading measures included concept about print (CAP), word reading, and phonological awareness. The results showed that the EBI group achieved greater progress in word reading and CAP than all other groups. The EBI group also achieved greater progress in phonological awareness than the EB and the control groups. Implications for future research and for educators are discussed.
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