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The Impact of E-Book Reading on Young Children’s Emergent Literacy Skills: An Analytical Review

Author

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  • Carmen López-Escribano

    (Department of Research and Psychology in Education, Faculty of Education—Teaching and Learning Centre, Complutense University of Madrid, 28040 Madrid, Spain)

  • Susana Valverde-Montesino

    (Department of Research and Psychology in Education, Faculty of Education—Teaching and Learning Centre, Complutense University of Madrid, 28040 Madrid, Spain)

  • Verónica García-Ortega

    (Department of Research and Psychology in Education, Faculty of Education—Teaching and Learning Centre, Complutense University of Madrid, 28040 Madrid, Spain)

Abstract

Young children’s use of digital devices is increasing as we progress through the 21st century and handheld and mobile devices, such as smartphones and tablets, have become increasingly available. While older children using tablets to read has been more broadly investigated, less is known about the impacts of digital reading on children at the stage of literacy acquisition. An analytical review was conducted on the effects of interactive e-book interventions for young children’s literacy development when compared to (a) listening to print books, (b) regular school programs, and (c) reading non-enhanced and non-interactive e-books. A significant additional beneficial effect of e-book interventions was found for phonological awareness and vocabulary learning based on data from 1138 children in 14 randomized controlled trial (RCT) studies. When e-books are properly selected and used, children develop literacy skills equally well and sometimes better than with print books. Additionally, e-book interventions outperformed the regular school program in the development of literacy skills. Similarly, enhanced e-book conditions revealed benefits over the non-enhanced e-book interventions in literacy skill acquisition. The impact of these findings related to health issues, e-book design, disadvantaged populations, and adult-led e-book sharing is discussed.

Suggested Citation

  • Carmen López-Escribano & Susana Valverde-Montesino & Verónica García-Ortega, 2021. "The Impact of E-Book Reading on Young Children’s Emergent Literacy Skills: An Analytical Review," IJERPH, MDPI, vol. 18(12), pages 1-21, June.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:12:p:6510-:d:576262
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    References listed on IDEAS

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    1. Kerstin Paschke & Peter-Michael Sack & Rainer Thomasius, 2021. "Validity and Psychometric Properties of the Internet Gaming Disorder Scale in Three Large Independent Samples of Children and Adolescents," IJERPH, MDPI, vol. 18(3), pages 1-14, January.
    2. David Moher & Alessandro Liberati & Jennifer Tetzlaff & Douglas G Altman & The PRISMA Group, 2009. "Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement," PLOS Medicine, Public Library of Science, vol. 6(7), pages 1-6, July.
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    Cited by:

    1. Anna Shutaleva & Ekaterina Kuzminykh & Anastasia Novgorodtseva, 2023. "Youth Practices of Reading as a Form of Life and the Digital World," Societies, MDPI, vol. 13(7), pages 1-21, July.

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