Quality of book-reading matters for emergent readers: An experiment with the same book in a regular or electronic format

By M. D. Jong, A. Bus. 2002

188 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Information Systems

View Paper: https://www.semanticscholar.org/paper/2f676e06fdfaae458f158530922a86bfd54da672

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Zsofia K. Takacs
2. A. Bus
3. Adina Shamir
4. Ofra Korat
5. Elise K. Swart
6. Sonia Q. Cabell
7. Laura M. Justice
8. Renat Fellah

In Education

1. Zsofia K. Takacs
2. A. Bus
3. Adina Shamir
4. Elise K. Swart
5. Ofra Korat
6. Sonia Q. Cabell
7. Laura M. Justice
8. Renat Fellah

In Information Systems

1. Zsofia K. Takacs
2. Elise K. Swart
3. Adina Shamir
4. Ofra Korat
5. A. Bus
6. Laura M. Justice

Citations in the corpus

• Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks (2015, methodology): “One technology-enhanced condition was chosen instead of including both when the control condition included fewer than 10 children (e.g., de Jong & Bus, 2002).”
• Promoting vocabulary, phonological awareness and concept about print among children at risk for learning disability: can e-books help? (2012, background): “In testing the validity of this view, several studies have explored the e-book’s potential for enhancing verbal knowledge (Lewin, 2000; Segers & Verhoeven, 2002), including vocabulary (de Jong & Bus, 2004; Doty, Popplewell, & Byers, 2001; Shamir & Korat, 2009), and phonological awareness (Chera & Wo”
• The Promise of Multimedia Stories for Kindergarten Children At Risk (2006, background): “The increasing availability of such animated stories raised our interest in multimedia, and we began to study whether these book-based programs have advantages over traditional storybooks with static pictures (De Jong & Bus, 2002, 2004).”
• Comparing electronic and paper storybooks for preschoolers: Attention, engagement, and recall (2017, unknown): “…& Korat, 2007; Smeets & Bus, 2012), produce literacy outcomes similar to that from paper books (de Jong & Bus, 2004; Lauricella, Barr, & Calvert, 2014; Willoughby, Evans, & Nowak, 2015), or diminish comprehension and learning (de Jong & Bus, 2002; Krcmar & Cingel, 2014; Parish-Morris et al., 2013).”
• Reading electronic and printed books with and without adult instruction: effects on emergent reading (2010, background): “Some researches claimed that the interactive features which exist in the e-book (e.g., animations and ‘hotspots’) may distract children’s attention from the story and the text and this is why adult reading has an advantage in promoting children’s reading ( de Jong & Bus, 2002; Labbo & Kuhn, 2000).”
• Electronic versus traditional storybooks: Relative influence on preschool children’s engagement and communication (2010, background): “By their design, e-storybooks attempt to foster increased reading engagement through digital features (De Jong and Bus, 2002, 2003; Fisch et al., 2002; Talley et al., 1997).”