Year 5 pupils reading an “Interactive Storybook” on CD‐ROM: losing the plot?

Abstract

The use of “interactive storybooks” in the primary classroom may facilitate small group and individual reading with minimal teacher intervention. This small‐scale study examines whether small groups of Year 5 pupils, without teacher supervision, progress linearly through an “interactive storybook” and whether such diversions as cued animations affect pupil comprehension. The study finds that more intensive choice of diversions affects some pupils' comprehension.