3 in 1: Förderung von Sprache, Vorläuferfähigkeiten und frühem Lesen. Eine Metaanalyse zur Wirksamkeit von E-Books in Kindertageseinrichtungen

Egert, Franziska; Cordes, Anne-Kristin und Hartig, Fabienne (2022): 3 in 1: Förderung von Sprache, Vorläuferfähigkeiten und frühem Lesen. Eine Metaanalyse zur Wirksamkeit von E-Books in Kindertageseinrichtungen. In: Kindheit und Entwicklung, Bd. 31, Nr. 1: S. 60-70

Abstract

Theoretical Background: Language and literacy competencies are strong predictors of children's success in school and later life. Children with poor language and literacy skills in the early years are at risk of developing reading difficulties in school. Fostering early language and literacy competencies is a central mandate for early childhood education and care (ECEC). Existing evidence suggests that book-reading is a promising approach for engaging children with letters and words. Electronic storybooks go beyond print books and might offer extended opportunities to support language development, phonological awareness, and early reading by using functions that pair oral and visual input in a helpful manner. Objective: This meta-analysis investigates the effectiveness of e-books with text-tracking function, standardized narration with a recorded voice, and animated pictures on children's vocabulary and emergent literacy skills in center-based care settings. Method: We compared e-book interventions with regular childcare. The systematic search in English-language and German-speaking electronic databases (ERIC, PsycINFO, ProQuest D&T, PsynDEX, PubMed, and FIS Bildung) and a manual search, examining literature from 2000-2018, resulted in 1,879 hits. The coding procedure was carried out by two independent reviewers. Results: After quality screening, we included 11 e-book interventions in the meta-analysis. E-books were designed for individual use and self-paced learning, Adults introduced them and supervised the activity without dialogical interactions. We used a random-effect model to aggregate results. The overall effect was almost large for word learning (g .= 0.77) and positively moderated by the presence of an additional dictionary function and by the number of session/dosage. There were divergent results for different aspects of phonological awareness. In particular, a small positive effect was found for syllabification (g = 0.22) but not for rhyming (g = -0.11). There was no difference in word reading between children in e-book intervention and in regular childcare (g = -0.01). Discussion and Conclusion: The findings are useful for the development of effective e-books that foster children's emergent literacy skills and vocabulary at very low cost. Even though training programs revealed higher effect sizes, they require extensive training of educators as well as much higher dosages, numbers of intervention sessions, and lengths of interventions. Self-paced learning with digital devices bears the potential of supporting educators in teaching early literacy skills in ECEC and thus giving more children a headstart when learning to read and write at school. Notably, the results are based on researcher-developed rather than commercial e-books, suggesting that a-book quality is essential for their effectiveness.

• Dokumententyp: Zeitschriftenartikel
• Fakultät: Psychologie und Pädagogik > Department Pädagogik und Rehabilitation
• Themengebiete: 100 Philosophie und Psychologie > 150 Psychologie
• ISSN: 0942-5403
• Sprache: Deutsch