Electronic versus printed storybooks: The effects on preschoolers’ story understanding

• Main Authors: Kuo, Fang-Wen, 郭芳彣
• Other Authors: Lai, Wen-Feng
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/ebh256

碩士 === 國立臺灣師範大學 === 人類發展與家庭學系 === 105 === The present study compared the effects of three conditions of book reading on preschoolers’ story understanding. With a counterbalanced, within-subjects design, twenty-nine 4- to 5-year-old children from low socio-economic status were subjected to three treatment conditions: preschooler’s independent reading of stories in an electronical format, printed books read aloud by adults and the control condition. The three conditions each included one story and three book-reading sessions which provided the children with sufficient time to hear or read the story at least three times. After three repeated encounters with the books, the effects of treatments on children’s story comprehension was tested by eliciting three retellings of the three stories. The primary data analysis was a series of analyses of variance (ANOVA) with SPSS22.0. The independent variable was the treatment conditions, and the dependent variables included numbers of words derived from the original text, numbers of phrases derived from the original text, numbers of different phrases derived from the original text and story comprehension. The main results of the study were as follows: (1) The overall scores of children in the control condition were lower than the overall scores of children in the other two treatment conditions. (2) There were no significant differences between the overall scores of children in the two treatment conditions: the independent encounters with the electronic stories and adult-led book reading. The findings showed children in both conditions showed a similarly good level of story understanding. (3)The results of children’s scores were not consistent among three different electronic storybook reading. Results indicated the quality of the animations and other visual and sound effects may have an effect on preschoolers’ story understanding.