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Abstract
The purpose of this study was to determine the effectiveness of selected vocabulary-building activities on the learning and retention of unfamiliar words when used in conjunction with the animation features found in an electronic books. Twenty-two children were randomly assigned to either a control group that viewed only animation cues to learn the meanings of unfamiliar words or to an experimental group that received supplemental vocabulary-building instruction in conjunction with the animated cues. Those children who received supplemental instruction in conjunction with the animated cues scored significantly higher on a six-item vocabulary posttest than children who only viewed the animated cues. The design and validation of supplemental activities used in conjunction with popular electronic books is discussed as is the need to examine the practicality, efficiency, and appeal of activities that supplement electronic books in school reading programs.
Published Version
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