Annotated Bibliography #1 - Using E-storybooks

Citation

    Moody, A. (2010). Using electronic books in the classroom to enhance emergent literacy skills in young children. Journal of Literacy and Technology, 11(4), 22-52. Retrieved from http://www.literacyandtechnology.org/volume_11_4/JLT_V11_4_2_Moody.pdf

Summary

The article Using Electronic Books in the Classroom to Enhance Emergent Literacy Skills in Young Children examines research on the use of e-storybooks with young emergent readers and offers a list of items teachers should consider before implementing e-storybooks in the classroom. The article examines various research done on students ranging from preschool to third grade. Findings show that e-storybooks can be most beneficial when used with emergent readers from lower socio-economic status and second language learners. Moody sites the benefits of using e-storybooks with students as increased independent reading engagement, encouraged repeated readings, and the ability to scaffold and differentiate through help features like word pronunciation, read-aloud options, and decoding.. Evidence suggested that to maximize the benefits for students, teachers should first: check for developmentally appropriate leveled books, target specific skills (like vocabulary development, plot comprehension, etc.), pair e-storybooks with adult instruction time, apply clear rules and models for use, and watch out for non-supportive features, such as unnecessary animations and games. To ensure best practice, teachers should only use e-storybooks in addition to traditional print books within the classroom. The article also suggested the need for additional long-term studies of this trend to ensure accurate results.

Critical Response

 This article caught my attention due to the large number of emergent readers I have in my classroom this year as well as a wide range of reading levels. I am looking for effective activities for my students to be engaged in while I am working with my guided reading and strategy small groups. I was intrigued to see what research showed about the benefits and considerations of using electronic storybooks in the classroom instead of books on CD. While some of the findings just reiterated my current beliefs, other results did give me good reminders and new ideas to implement. I am now more aware of the pitfalls of non-supportive features, like animations, and will be more conscientious about  previewing electronic books for those. I am also interested in incorporating more adult instruction with the electronic book instead of a making that a completely independent station. I was reminded of how beneficial the decoding help, character voices, and definitions can be to emergent readers. I would be interested in further research specifically targeted at special needs students or students with attention struggles.