Digital books for early years and primary school aged children

References

The author has been researching in children’s reading particularly digital reading since 2010. She has published widely in the area (see her publication list on www.academia edu) including three years funded research for her PhD and subsequent projects funded by the literacy charity The Book Trust.

The references here are part of the evidence base for this resource and are indicative of the most recent and relevant publications in the area.

Bus, A. G., Takacs, Z. K., & Kegel, C. A. (2015). Affordances and limitations of electronic storybooks for young children's emergent literacy. Developmental Review, 35, 79-97.

Korat, O. (2010). Reading electronic books as a support for vocabulary, story comprehension and word reading in kindergarten and first grade. Computers & Education, 55(1), 24-31.

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.

Korat, O., & Shamir, A. (2008). The educational electronic book as a tool for supporting children’s emergent literacy in low versus middle SES groups.Computers & Education, 50(1), 110-124.

Roskos, K., Burstein, K., Shang, Y., & Gray, E. (2014). Young Children’s Engagement with E-Books at School. SAGE Open, 4(1), 2158244013517244.

Takacs, Z. K., Swart, E. K., & Bus, A. G. (2015). Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks A Meta-Analysis. Review of Educational Research, 0034654314566989.

The following references are also part of the evidence base for this resource (This list specifies extant key research studies which have studied digital books using quantitative research techniques (e.g. experimental approaches, laboratory studies, randomised controlled trials, meta-analyses, large-scale surveys) as well as qualitative research techniques (e.g. interviews with users, multimodal analysis or which offers narrative research summaries).

Colombo, L., & Landoni, M. (2014, June). A diary study of children's user experience with EBooks using flow theory as framework. In Proceedings of the 2014 conference on Interaction design and children (pp. 135-144). ACM.

Dalton, B., & Rose, D. (2015). Reading Digital:  Teaching and learning with ebooks, Chapter 24 in Comprehension Instruction: Research-Based Best Practices, edited by Sheri R. Parris, Kathy Headley, 345-355.

Deault, L., Savage, R., & Abrami, P. (2009). Inattention and response to the ABRACADABRA web-based literacy intervention. Journal of Research on Educational Effectiveness, 2(3), 250-286.

Hoffman, J. L., & Paciga, K. A. (2014). Click, swipe, and read: sharing e-books with toddlers and preschoolers. Early Childhood Education Journal, 42(6), 379-388.

Kucirkova, N., Messer, D., Sheehy, K., & Flewitt, R. (2013). Sharing personalised stories on iPads: a close look at one parent–child interaction. Literacy, 47(3), 115-122.

Kucirkova, N. (2013). Children's interactions with iPad books: research chapters still to be written. Frontiers in psychology, 4.

Miller, E. B., & Warschauer, M. (2014). Young children and e-reading: research to date and questions for the future. Learning, Media and Technology, 39(3), 283-305.

Parish‐Morris, J., Mahajan, N., Hirsh‐Pasek, K., Golinkoff, R. M., & Collins, M. F. (2013). Once upon a time: parent–child dialogue and storybook reading in the electronic era. Mind, Brain, and Education, 7(3), 200-211.

Rowe, D. W., & Miller, M. E. (2015). Designing for diverse classrooms: Using iPads and digital cameras to compose eBooks with emergent bilingual/biliterate four-year-olds. Journal of Early Childhood Literacy. Published online before print. Doi: 1468798415593622.

Salmon, L. G. (2014). Factors that affect emergent literacy development when engaging with electronic books. Early Childhood Education Journal, 42(2), 85-92.

Savage, R. S., Abrami, P., Hipps, G., & Deault, L. (2009). A randomized controlled trial study of the ABRACADABRA reading intervention program in grade 1. Journal of Educational Psychology, 101(3), 590.

Savage, R. S., Erten, O., Abrami, P., Hipps, G., Comaskey, E., & van Lierop, D. (2010). ABRACADABRA in the hands of teachers: The effectiveness of a web-based literacy intervention in grade 1 language arts programs. Computers & Education, 55(2), 911-922.

Smeets, D. J. H., & Bus, A. G. (2014). The interactive animated e-book as a word learning device for kindergartners. Applied Psycholinguistics, 22(1), 1-22.