Grant conducted a meta-analysis and compiled information from seven studies conducted by different researchers. These researchers used children with varying abilities including those with learning disabilities, autism, below average, and above average intelligence. Electronic books were used by themselves or in conjunction with printed materials over several week periods. Children were tested before and after the instruction and many were allowed to verbally retell stories as well as answer written questions that tested both implicit and explicit knowledge and word meanings.
The results of the studies differed slightly, however, the majority of the researchers found that reading comprehension did increase when most children used electronic books regardless of the children�s abilities. The strongest gains were seen when children used the electronic books in conjunction with printed materials or the interactive CD-ROMS. Additionally, one researcher stated that the graphics and sound effects �did not appear to cause distractions of interfere with reading comprehension�. Another researcher was impressed by the �in-context word recognition� and the students� �increased ability to create meaning of text�.
Grant�s conclusion stressed that within all the studies, the researchers suggest that the electronic books, interactive CD-ROMs, and printed materials were used with affective teaching strategies and not in isolation. Students should be allowed to �construct knowledge and freely recall information� to increase their reading comprehension. Electronic books are an additional tool in the teacher�s repertoire and can be utilized at home as well as in school.
The Technology Facilitator needs to be aware of the current research into technology applications throughout the education community. By utilizing the knowledge gained from studies, she can make assumptions about the value of different technology acquisitions for her district. Studies like Grant�s suggest that children can improve their reading comprehension by using electronic books and interactive CD-ROMS which they enjoy. Maintaining a school-wide library of these materials would be an inexpensive way for the Facilitator to make resources available to the teachers creating additional learning experiences for the children. Children have always been allowed to borrow books. Why not electronic books as well? Many authors also maintain websites that offer games about their books and some sites also have stories to read. The Facilitator could have a page on her website with links to these sites that would be simple to access in school or from home. This additional link to the parents in the community would help decrease any digital divide that exists.
Grant�s abstract clearly defines the contents of the article. The language he uses throughout the article is easy to read, however, when defining participants in the study groups he is confusing. A chart comparing the different studies would be easier to decipher. Grant�s conclusion is succinct and logical.
Grant, J. M. A. (2004). Are electronic books effective in teaching young children reading and comprehension?. International Journal of Instructional Media, 31(3), 303-308.
ISTE Standard II
ISTE Standard III
ISTE Standard IV
ISTE Standard V
ISTE Standard VI
ISTE Standard VII
ISTE Standard VIII
Resume
Educational Philosophy
Program of Study
NJ CCCS
RSS FEEDS