This mixed method study, grounded in Vygot￾sky’s sociocultural theory, examines if nonfiction e-books
read independently by children enrolled in a summer
reading program will increase vocabulary, improve com￾prehension, and enhance motivation to read as compared to
children reading nonfiction trade books with adult support.
Findings indicate improved vocabulary identification in all
intervention groups (i.e., e-book, adult support, and inde￾pendent) after reading. However, there was no significant
difference in improvement regarding vocabulary or moti￾vation to read when comparing the intervention groups.
Although not significant, the results indicated the post-test
mean was higher than the pre-test mean for the teacher
group for motivation for recreational reading. Conversely,
in all other areas of motivation for reading, the pre-test
mean was higher than the post-test mean, indicating lower
motivation for reading at the end of the summer program.
The study also found that children with adult support gave
the most accurate retellings, followed by the e-book group,
and finally the independent group. Overall, the interview
data across all groups included positive attitudes regarding
the use of e-books and a preference for reading e-books
rather than regular trade books.

J156

Perpustakaan FITK Pusat

Tersedia

• The Literacy Skills and Motivation to Read of Children Enrolled in Title I: A Comparison of Electronic and Print Nonfiction Books

Share :