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Choose Your Own Adventure: Interactive E-Books to Improve Word Knowledge and Comprehension Skills

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Title: Choose Your Own Adventure: Interactive E-Books to Improve Word Knowledge and Comprehension Skills
Language: English
Authors: Stephanie L. Day, Jin K. Hwang, Tracy Arner (ORCID 0000-0002-5072-8636), Danielle S. McNamara (ORCID 0000-0001-5869-1420), Carol M. Connor (ORCID 0000-0001-5803-456X)
Source: Grantee Submission. 2024.
Peer Reviewed: Y
Page Count: 44
Publication Date: 2024
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305A170163
R305N160050
Document Type: Reports - Research
Education Level: Elementary Education
Early Childhood Education
Grade 3
Primary Education
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Descriptors: Electronic Books, Reading Comprehension, Word Recognition, Elementary School Students, Grade 3, Grade 4, Grade 5, Vocabulary, Scientific Concepts, Recall (Psychology), Educational Technology, Decoding (Reading), Public Schools, Fiction, Nonfiction
Geographic Terms: California, Arizona
DOI: 10.48550/arXiv.2403.02496
Abstract: The purpose of this feasibility study was to examine the potential impact of reading digital interactive e-books, Word Knowledge e-books (WKe-Books), on essential skills that support reading comprehension with third-fifth grade students. Students (N= 425) read two WKe-Books, that taught word learning and comprehension monitoring strategies in the service of learning difficult vocabulary and targeted science concepts about hurricanes. We investigated whether specific comprehension strategies -- 1) word learning and strategies that supported general reading comprehension, 2) summarization, and 3) question generation, show promise of effectiveness in building vocabulary knowledge and comprehension skills in the WKe-Books. Students were assigned to read one of three versions of each of the two WKe-Books, each version implemented one strategy. The books employed a choose-your-adventure format with embedded comprehension questions that provided students with immediate feedback on their responses. Paired samples t-tests were run to examine pre-to-post differences in learning the targeted vocabulary and science concepts taught in both WKe-Books. For both WKe-Books, students demonstrated significant gains in word learning and on the targeted hurricane concepts. Additionally, Hierarchical Linear Modeling (HLM) revealed that no one strategy was more associated with larger gains than the other. Performance on the embedded questions in the books was also associated with greater posttest outcomes for both WKe-Books. These findings suggest that the affordances offered by technology, which are unavailable in paper-based books, can effectively support students' development of reading-related skills, including strategy use. Further, this work discusses important considerations for implementation and future development of e-books that can enhance student engagement and improve reading comprehension. [This paper was published at "arXiv" 2024.]
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2024
Accession Number: ED645162
Database: ERIC
FullText Text:
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PubType: Report
PubTypeId: report
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  Data: Choose Your Own Adventure: Interactive E-Books to Improve Word Knowledge and Comprehension Skills
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  Data: <searchLink fieldCode="AR" term="%22Stephanie+L%2E+Day%22">Stephanie L. Day</searchLink><br /><searchLink fieldCode="AR" term="%22Jin+K%2E+Hwang%22">Jin K. Hwang</searchLink><br /><searchLink fieldCode="AR" term="%22Tracy+Arner%22">Tracy Arner</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5072-8636">0000-0002-5072-8636</externalLink>)<br /><searchLink fieldCode="AR" term="%22Danielle+S%2E+McNamara%22">Danielle S. McNamara</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5869-1420">0000-0001-5869-1420</externalLink>)<br /><searchLink fieldCode="AR" term="%22Carol+M%2E+Connor%22">Carol M. Connor</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5803-456X">0000-0001-5803-456X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2024.
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  Data: 44
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  Data: 10.48550/arXiv.2403.02496
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  Data: The purpose of this feasibility study was to examine the potential impact of reading digital interactive e-books, Word Knowledge e-books (WKe-Books), on essential skills that support reading comprehension with third-fifth grade students. Students (N= 425) read two WKe-Books, that taught word learning and comprehension monitoring strategies in the service of learning difficult vocabulary and targeted science concepts about hurricanes. We investigated whether specific comprehension strategies -- 1) word learning and strategies that supported general reading comprehension, 2) summarization, and 3) question generation, show promise of effectiveness in building vocabulary knowledge and comprehension skills in the WKe-Books. Students were assigned to read one of three versions of each of the two WKe-Books, each version implemented one strategy. The books employed a choose-your-adventure format with embedded comprehension questions that provided students with immediate feedback on their responses. Paired samples t-tests were run to examine pre-to-post differences in learning the targeted vocabulary and science concepts taught in both WKe-Books. For both WKe-Books, students demonstrated significant gains in word learning and on the targeted hurricane concepts. Additionally, Hierarchical Linear Modeling (HLM) revealed that no one strategy was more associated with larger gains than the other. Performance on the embedded questions in the books was also associated with greater posttest outcomes for both WKe-Books. These findings suggest that the affordances offered by technology, which are unavailable in paper-based books, can effectively support students' development of reading-related skills, including strategy use. Further, this work discusses important considerations for implementation and future development of e-books that can enhance student engagement and improve reading comprehension. [This paper was published at "arXiv" 2024.]
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