ICTs and Early Literacy: Spontaneous Insertions of Preschoolers during Reading, E-book versus Traditional Book

Abstract

collaboration the three Author TN designed the study and the protocol, while author MV contributed to the research framework, performed and managed the statistical analysis. The team of the three the first the managed analyses the study, significantly more insertions than in reading an e-book, to low abstraction categories (clarification, questions for clarification, names) and to high abstraction categories (relating to real life, recalling). It is noted that most children stated their preference to the electronic reading. Conclusion: Based on these findings, it could be claimed that reading an e-book may be accompanied by behaviors that characterize the traditional book reading such as comments on the story and children’s active participation to reading. Since neither of the two types of books does seem to prevail overall, it is deduced that the combined use of e-book with the traditional book, under early childhood education, could contribute both in children's language development and also familiarize them with digital learning environment.