Browse > Article
http://dx.doi.org/10.5723/KJCS.2014.35.4.249

The Differences in Children's Story Comprehension According to the Types of Reading Media : Paperback Books vs. Electronic Books  

Kim, Tae-Yeon (Department of Child Development and Family Studies, Seoul National University)
Yi, Soon-Hyung (Department of Child Development and Family Studies, Seoul National University)
Publication Information
Korean Journal of Child Studies / v.35, no.4, 2014 , pp. 249-262 More about this Journal
Abstract
This study investigated differences in children's story comprehension as they related to the types of reading media. The participants comprised 62 four-years-olds from two child-care centers located in a middle-income region of Seoul and Gyeonggi Province. In order to control the experience effect, newly developed stories published into two formats of reading media (paperback books and electronic books) were provided to the participants. The results indicated that there were no significant differences in children's story comprehension depending on the types of reading media. Paperback book readers and electronic book readers did not show any significant difference in story comprehension, which consists of recall, recognition and reasoning tasks. As literature pertaining to children's usage of electronic books is limited, the present study offers guidelines for the development of children's reading media and may serve as a useful resource for future studies.
Keywords
reading media; paperback book; electronic book, e-book; story comprehension;
Citations & Related Records
연도 인용수 순위
  • Reference
1 Spencer, C. (2006). Research on learners' preferences for reading from a printed text or from a computer screen. The Journal of Distance Education/Revue de l'Education a Distance, 21(1), 33-50.
2 Teplan, M., Krakovska, A., & Stolc, S. (2011). Direct effects of audio-visual stimulation on EEG. Computer Methods and Programs in Biomedicine, 102(1), 17-24.   DOI   ScienceOn
3 Wood, C. (2005). Beginning readers' use of “talking books” software can affect their reading strategies. Journal of Research in Reading, 28(2), 170-182.   DOI
4 Wood, C., Pillinger, C., & Jackson, E. (2010). Understanding the nature and impact of young readers' literacy interactions with talking books and during adult reading support. Computers & Education, 54(1), 190-198.   DOI
5 Zucker, T. A., Moody, A. K., & McKenna, M. C. (2009). The effects of electronic books on pre-kindergarten-to-grade 5 students' literacy and language outcomes: A research synthesis. Journal of Educational Computing Research, 40(1), 47-87.   DOI
6 Bonitatibus, G. J., & Beal, C. R. (1996). Finding new meaning: Children's recognition of interpretive ambiguity in text. Journal of Experimental Child Psychology, 62, 131-150.   DOI
7 Catts, H. W., & Kamhi, A. G. (2005). Language and reading disabilities (2nd ed.). Boston: Pearson Education.
8 Grimshaw, S., Dungworth, N., McKnight, C., & Morris, A. (2007). Electronic books: Children's reading and comprehension. British Journal of Educational Technology, 38(4), 583-599.   DOI   ScienceOn
9 Kim, K., & Chae, M. (2002). The development of a young children's story comprehension test based on dynamic assessment. Korean Journal of Early Childhood Education, 7(1), 125-142.
10 Lee, K., & Kim, M. (2004). The validity of the narrative comprehension task for young Korean children. Korean Journal of Early Childhood Education, 24(3), 243-258.
11 Korat, O. (2009). The effects of CD-ROM storybook reading on Israeli children's early literacy as a function of age group and repeated reading. Education & Information Technologies, 14(1), 39-53.   DOI
12 Korat, O., & Shamir, A. (2007). Electronic books versus adult readers: Effects on children's emergent literacy as a function of social class. Journal of Computer Assisted Learning, 23(3), 248-259.   DOI
13 Kwon, J. (2011). Tablet(iPad) vs. Paper: Comparing reading performance of students with intellectual disability. Journal of Intellectual Disabilities, 13(1), 187-202.
14 Lefever-Davis, S., & Pearman, C. (2005). Early readers and electronic texts: CD-ROM storybook features that influence reading behaviors. Reading Teacher, 58(5), 446-454.   DOI
15 Newcomer, P. L., & Hamill, D. D. (1988). Test of language development-Primary 2. Austin, TX: Pro-Ed.
16 Lipson, M. Y., & Cooper, J. D. (2002). Reading: A legacy of literacy. New York: Houghtonmifflin company.
17 Mitternight, H. L. (1998). Winning the hearts -or at least the eyes- of the online audience. Communication World, 15(4), 36-38.
18 Morrow, L. M. (1990). Assessing children's understanding of story through their construction and reconstruction of narratives. In L. M. Morrow & J. K. Smith (Eds.), Assessment for instruction in early literacy (pp. 110-134). Englewood Cliffs, New Jersey: Prentice Hall.
19 Papadopoulos, K., & Koutsoklenis, A. (2009). Reading media used by higher-education students and graduates with visual impairments in Greece. Journal of Visual Impairment & Blindness, 103(11), 772-777.
20 Shamir, A., & Korat, O. (2006). How to select CD-ROM storybooks for young children: The teacher's role. Reading Teacher, 59(6), 532-543.   DOI
21 Park, H. (2001). The effects of experiencing instructional media with/without time limitations on young children's divergent thinking and reading abilities. Korean Journal of Early Childhood Education, 21(2), 205-224.
22 Reitsma, P. (1988). Reading practice for beginners: Effects of guided reading, reading-whilelistening, and independent reading with computer-based speech feedback. Reading Research Quarterly, 23(2), 219-235.   DOI
23 Shamir, A., Korat, O., & Shlafer, I. (2011). The effect of activity with e-book on vocabulary and story comprehension: A comparison between kindergarteners at risk of learning disabilities and typically developing kindergarteners. European Journal of Special Needs Education, 26(3), 311-322.   DOI
24 Paris, A. H., & Paris, S. G. (2003). Assessing narrative comprehension in young children. Reading Research Quarterly, 38(1), 36-76.   DOI   ScienceOn