The Literacy Skills and Motivation to Read of Children Enrolled in Title I: A Comparison of Electronic and Print Nonfiction Books
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Barnyak and McNelly (2015) found that early elementary students independently using e-readers for nonfiction texts recalled details better than those using print; however, neither group performed as well as a group reading the print books with teacher support.
“Barnyak and McNelly (2015) found that early elementary students independently using e-readers for nonfiction texts recalled details better than those using print; however, neither group performed as well as a group reading the print books with teacher support.”
From Reading Books and Reading Minds: Differential Effects of Wonder and The Crossover on Empathy and Theory of Mind (2017) · cites this paper as Barnyak and McNelly (2015)
More students are using electronic reading devices rather than traditional print books.
“At the same time, more students are using electronic reading devices rather than traditional print books (Barnyak & McNelly, 2015;Goodwyn, 2014).”
From Reading Books and Reading Minds: Differential Effects of Wonder and The Crossover on Empathy and Theory of Mind (2017) · cites this paper as Barnyak & McNelly, 2015
Most studies report high student interest in e-books.
“Most studies report high student interest in e-books (e.g.Barnyak & McNelly, 2015; Goodwyn, 2014; Huang, Liang & Chui, 2013), but it is unclear whether this enthusiasm translates into more careful reading or better understanding.”
From Reading Books and Reading Minds: Differential Effects of Wonder and The Crossover on Empathy and Theory of Mind (2017) · cites this paper as Barnyak & McNelly, 2015
Cites
THE ROLE OF TUTORING IN PROBLEM SOLVING <sup>*</sup>
Wood, D., Bruner, J. S., & Ross, G. (1976) · Journal of Child Psychology and Psychiatry · doi:10.1111/j.1469-7610.1976.tb00381.x · Cited by 8,851 · see citing works
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Altun, D. (2022) · Journal of Early Childhood Literacy · doi:10.1177/14687984221079010 · Cited by 16 · see citing works
“Recent studies have shown that e-stories can foster children ’ s attention, engagement and enjoyment in storybook reading (Barnyak and McNelly, 2016; Richter and Courage, 2017; Takacs and Bus, 2016; Yilmaz et al., 2017; Zhou and Yadav, 2017).”
BackgroundGuarisco, M. S., Brooks, C., & Freeman, L. M. (2017) · Study and Scrutiny: Research on Young Adult Literature · doi:10.15763/issn.2376-5275.2017.3.1.24-54 · Cited by 8 · see citing works
“Most studies report high student interest in e-books (e.g. Barnyak & McNelly, 2015; Goodwyn, 2014; Huang, Liang & Chui, 2013), but it is unclear whether this enthusiasm translates into more careful reading or better understanding.”
Background
- Authors
- Barnyak, N. C., & McNelly, T. A.
- Affiliations
- University of Pittsburgh at Johnstown (US)
- Saint Vincent College (US)
- Corresponding author
- Barnyak, Natalie Conrad
- Venue
- Early Childhood Education Journal
- Published
- 2015-09-28
- Volume
- 44
- Issue
- 5
- Pages
- 527-536
- ISSN
- 1082-3301 (ISSN-L)
- 1573-1707
- OpenAlex
- W1778874702
- Cited by
- 30
- References
- 0
- Citations by year
- 2024: 3 · 2023: 4 · 2022: 3 · 2021: 4 · 2020: 5 · 2019: 4 · 2018: 4 · 2017: 3
- FWCI
- 11.66
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Early Childhood Education Journal (publishedVersion)
- Topics
- Social Sciences › Education › Literacy and Educational Practices
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Physical Sciences › Computer Science › Information Systems › Educational Methods and Media Use
- Keywords
- e-books, nonfiction books, reading motivation, vocabulary development, reading comprehension, summer reading programs, Title I students, adult support, independent reading, retelling, sociocultural theory, children's literacy
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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