The effect of electronic books on enhancing emergent literacy skills of pre-school children

• Published in: Computers and education Vol. 79; pp. 40 - 48
• Main Author: Ihmeideh, Fathi M.
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.10.2014
• Subjects: Children; Early literacy; Education; Electronic book (e-book); Emergent literacy; Literacy; Males; Pre-school children; Printed book; Prints; Skills; Printed book; Pre-school children; Early literacy; Emergent literacy; Electronic book (e-book)
• ISSN: 0360-1315; 1873-782X
• DOI: 10.1016/j.compedu.2014.07.008

The purpose of this study was to investigate the effects of e-books on enhancing Jordanian preschool children's emergent literacy skills (experimental group), in comparison to children who were exposed to regular printed books (control group). To achieve the objectives of this study, the total of 92 children were assigned to either experimental group (n = 48) and control group (n = 44). The pre- and post-test data was collected on print awareness, vocabulary, alphabetic knowledge and phonological awareness skills to determine the effectiveness of e-books. The results indicated that children in experimental group performed significantly better than the children in control group. Moreover, significant differences were found according to gender, as the female children exhibited superior emergent literacy skills to the male children. Regarding the different emergent literacy skills, children in the experimental group achieved better improvement in the areas of print awareness and vocabulary. Based on these findings, it is recommended that pre-school institutions incorporate e-books activities into their classrooms. •Children in the e-group outperforming the control group in emergent literacy.•Female children exhibited superior emergent literacy skills to the male children.•Children exhibited better improvement in print awareness and vocabulary.