Table 1.
Study information (e-book versus print book).
| Article Info | Study Design | Participant Information | Mean Age (m) | Intervention Description | Number and Type of Books | Intervention Duration | Outcomes Effect Sizes Calculated Using Carlson and Schmidt [40] |
|---|---|---|---|---|---|---|---|
| [41] | TC |
N = 50 kindergarten children Treatment T1 and Control C1 SES not specified Normal verbal intelligence |
66 | Delivered by experimenter (on computers) T1: Children independently listened to a recording e-book format. Activities guided by a recorded explanation (n = 25). C1: Children listened to a print book story read by an experimenter. Activities guided by the experimenter (n = 25). |
1 Adapted E-Book 1 Print Book (same story) |
5 School Sessions 10–30 min. |
CP: T1 = C1 (es = 0.07) PA: T1 > C1 (es = 0.30) EV: T1 < C1 (es = 0.91) RC: T1 < C1 (es = 0.58) |
| [42] | ST |
N = 24 kindergarten children Treatment T1 and Control C1: Low SES English Language Learners |
66.9 | Delivered by experimenter (on computers) T1: A technology-enhanced shared e-book reading with vocabulary instruction embedded in prerecorded audio files and adult mediation. C1: Children listened to an adult-read print story book with incidental vocabulary exposure. |
4 Commercial E-Books 4 Commercial Print Books (same stories) |
6 Summer School Program Sessions |
RV: T1 > C1 (es = 0.82) EV: T1 > C1 (es = 1.31) |
| [20] 1 | MT |
N = 110 preschool children in all treatment conditions Treatment Conditions: (T1), (T2) and (T3) Condition 1: T1 and T2 Middle SES Children at risk for learning disabilities |
72 | Delivered by experimenter (on computers) T1: Children read and worked independently with the e-book after they were shown how the software operated (n = 42). T2: The experimenter read the printed book to children (n = 34). |
1 Adapted E-Book (3 modes of operation) 1 Print Book (same story) |
6 School Sessions 20–35 min. | CP: T1 > T2 (es = 3.35) PA: T1 > T2 (es = 0.49) EV: T1 > T2 (es = 0.65) |
| [43] | MT |
N = 94 kindergarteners in all treatment conditions Treatment Conditions: (T1), (T2) and (T3) Condition 1: T1 and T2 SES not specified |
53 | Delivered by experimenter (on iPad tablet) T1: The experimenter read the alphabet e-book aloud, and then the children could explore the e-book (n = 33). T2: The experimenter read the alphabet print book aloud, and then the children could explore the print book (n = 30). |
Several Commercial Alphabet E-Books And Several Alphabet Print Books | 16 School Sessions 20 min. | Letter name: T1 = T2 (es = 0.12) Letter sound: T1 < T2 (es = 0.27) |
| [43] | MT | Condition 2: T1 and T3 SES not specified |
53 | Delivered by experimenter (on iPad tablet) T1: The experimenter read the alphabet e-book aloud, and then the children could explore the e-book (n = 33). T3: The experimenter read the story print book aloud, and then the children could explore the print book (n = 29). |
Several Alphabet E-Books and Several Alphabet Print Books | 16 School Sessions 20 min. | Letter name: T1 = T3 (es = 0.03) Letter sound: T1 = T3 (es = 0.08) |
| [44] 2 | MT |
N = 72 preschool children in all treatment conditions Treatment Conditions: (T1), (T2), (T3) and (T4) Condition 1: T1 and T2 |
53 | Delivered by experimenter (on iPad tablet) T1: Children were shown how the software operated and interacted individually with the story with scaffolding-like questions (n = 36). T2: The experimenter read aloud the print story one-on-one as well as using scaffolding-like questions (n = 36). |
1 Commercial E-Book 1 Print Book (same story) |
2 School Sessions | RV: T1 = T2 (es = 0.09) |
| [44] | Condition 2: T3 and T4 | 53 | T3: Children were shown how the software operated and interacted individually with the story in the “read to me” mode (n = 36). T4: The experimenter read aloud the print story one-on-one without receiving practice of the story (n = 36). |
1 Commercial E-Book 1 Print Book (same story) |
2 School Sessions | RV: T3 > T4 (es = 1.37) |
|
| [44] | Condition 3: T1 and T4 | 53 | T1: Children were shown how the software operated and interacted individually with the story with scaffolding-like questions (n = 36). T4: The experimenter read aloud the print story one-on-one without receiving the practice story (n = 36). |
1 Commercial E-Book 1 Print Book (same story) |
2 School Sessions | RV: T1 > T4 (es = 1.57) |
|
| [44] | Condition 4: T3 and T2 SES not specified |
53 | T3: Children were shown how the software operated and interacted individually with the story in the “read to me” mode (n = 36). T2: The experimenter read aloud the print story one-on-one as well as using scaffolding-like questions (n = 36). |
1 Commercial E-Book 1 Print book (same story) |
2 School Sessions | RV: T3 < T2 (es = 0.30) |
Note. TC = treatment vs. condition; MT = multi-treatment groups; ST = single treatment group. T1 = treatment 1; T2 = treatment 2; T3 = treatment 3; T4 = treatment 4; C1 = control 1; SES = socioeconomic status; CP = Concepts about Print; PA = Phonological Awareness; EV = Expressive Vocabulary; RV = Receptive Vocabulary; RC = Reading Comprehension. 1 Condition 2 (T1) and (T3) of this study are reported in Table 3. 2 Condition 5 (T1) and (T3) of this study are reported in Table 2.