THE EFFECT OF E-STORYBOOKS IN DIFFERENT GROUP SIZES ON THE STORY COMPREHENSION AND VOCABULARY ACQUISITION SKILLS

Date

2023-5-25

Author

Ongur, Müge

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This study aimed to investigate whether book format (e-book and printed book) and/or reading group size (small and large) in storybook reading activities in kindergarten classrooms had an effect on the story comprehension and vocabulary acquisition skills of 5-year-old preliterate children. The sample of the study consisted of 146 preliterate children enrolled in three public kindergartens in Körfez/Kocaeli. The study was conducted in two phases. In the first phase, a printed storybook was read to children and their initial story comprehension skills were assessed. Afterwards, they were assigned to four experimental conditions according to their scores to create equivalent experimental groups: 1) Printed book, small group; 2) Printed book, large group; 3) E-book, small group; and 4) E-book, large group. In the second phase, three storybook reading interventions were conducted with each participant group, and after each book, story comprehension skills and vocabulary acquisition skills were assessed using Narrative Comprehension Test and the Target Word Test, respectively. The results of the study revealed significant effects of book type, showing printed books contributed more to children’s story comprehension and vocabulary acquisition skills than e-books, while no meaningful effects of group size or its interaction with book format were observed. That means, in both small and large group reading activities, printed storybooks contributed more to children's story comprehension and vocabulary acquisition skills compared to their electronic counterparts.

Subject Keywords

Story Comprehension, Vocabulary Acquisition, E-book, Printed Book, Early Literacy

URI

https://hdl.handle.net/11511/103229

Collections

Graduate School of Social Sciences, Thesis