Early Readers and Electronic Texts: CD-ROM Storybook Features That Influence Reading Behaviors
This research explores the impact of CD‐ROM storybook features on the reading behaviors of 6‐ and 7‐year‐old students with limited exposure to CD‐ROM storybooks. Six categories of behaviors were identified: tracking, electronic feature dependency, distractibility, spectator stance, electronic featur...
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| Veröffentlicht in: | The Reading teacher 2005-02, Vol.58 (5), p.446-454 |
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| creator | Lefever-Davis, Shirley Pearman, Cathy |
| description | This research explores the impact of CD‐ROM storybook features on the reading behaviors of 6‐ and 7‐year‐old students with limited exposure to CD‐ROM storybooks. Six categories of behaviors were identified: tracking, electronic feature dependency, distractibility, spectator stance, electronic feature limitations, and electronic features as tools. Results from this study indicate advantages and disadvantages of the features found in this electronic text medium. One of the most intriguing examples of advantageous use is the ability of CD‐ROM storybooks to set a mood and context for a story in a highly appealing manner. They can also support struggling readers' initial attempts at unfamiliar vocabulary. However, there are also elements of CD‐ROM storybooks that merit caution. They have the potential to promote passivity, putting readers into a sort of “spectator stance” in which they let the computer do the “work” of reading rather than becoming actively engaged in the reading process. Implications from this study suggest that an awareness of the benefits and limitations of CD‐ROM storybooks can ensure their use in classroom instruction provides maximum reader support without building reader dependency. |
| doi_str_mv | 10.1598/RT.58.5.4 |
| format | Article |
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Six categories of behaviors were identified: tracking, electronic feature dependency, distractibility, spectator stance, electronic feature limitations, and electronic features as tools. Results from this study indicate advantages and disadvantages of the features found in this electronic text medium. One of the most intriguing examples of advantageous use is the ability of CD‐ROM storybooks to set a mood and context for a story in a highly appealing manner. They can also support struggling readers' initial attempts at unfamiliar vocabulary. However, there are also elements of CD‐ROM storybooks that merit caution. They have the potential to promote passivity, putting readers into a sort of “spectator stance” in which they let the computer do the “work” of reading rather than becoming actively engaged in the reading process. 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Six categories of behaviors were identified: tracking, electronic feature dependency, distractibility, spectator stance, electronic feature limitations, and electronic features as tools. Results from this study indicate advantages and disadvantages of the features found in this electronic text medium. One of the most intriguing examples of advantageous use is the ability of CD‐ROM storybooks to set a mood and context for a story in a highly appealing manner. They can also support struggling readers' initial attempts at unfamiliar vocabulary. However, there are also elements of CD‐ROM storybooks that merit caution. They have the potential to promote passivity, putting readers into a sort of “spectator stance” in which they let the computer do the “work” of reading rather than becoming actively engaged in the reading process. Implications from this study suggest that an awareness of the benefits and limitations of CD‐ROM storybooks can ensure their use in classroom instruction provides maximum reader support without building reader dependency.</description><subject>Beginning Reading</subject><subject>CD-ROM</subject><subject>childhood</subject><subject>Children</subject><subject>childrens</subject><subject>Childrens Literature</subject><subject>Computer Assisted Instruction</subject><subject>Computer Peripherals</subject><subject>Computers in education</subject><subject>digital</subject><subject>early childhood</subject><subject>Educational Environment</subject><subject>Educational Technology</subject><subject>Electronic texts</subject><subject>Elementary School Students</subject><subject>evidence</subject><subject>field</subject><subject>Grade 1</subject><subject>Grade 2</subject><subject>Instructional design</subject><subject>Literacy</subject><subject>Literature</subject><subject>media</subject><subject>methodology</subject><subject>motivation</subject><subject>new</subject><subject>Preschool education</subject><subject>Pronunciation</subject><subject>Reading</subject><subject>Reading Comprehension</subject><subject>Reading Habits</subject><subject>Reading Programs</subject><subject>Reading teachers</subject><subject>response</subject><subject>strategies</subject><subject>Student attitudes</subject><subject>supplementary</subject><subject>Teachers</subject><subject>Teaching Methods</subject><subject>technology</subject><subject>Vocabulary Development</subject><subject>Words</subject><subject>Young Children</subject><issn>0034-0561</issn><issn>1936-2714</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2005</creationdate><recordtype>article</recordtype><sourceid>8G5</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AIMQZ</sourceid><sourceid>AVQMV</sourceid><sourceid>AZQEC</sourceid><sourceid>BEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>GUQSH</sourceid><sourceid>K50</sourceid><sourceid>M1D</sourceid><sourceid>M2O</sourceid><recordid>eNp10E1P20AQBuAVKhIpcOi9lVa9cXDYr9ld91ZCoCAKlTEi4tDV2pkUB2PTXacl_x63rtITc5nD--gdaQh5x9mYQ2oPs3wMdgxjtUVGPJU6EYarN2TEmFQJA813yNsYl6wfa9mIfJ_6UK9phn6OIVLfzOm0xrILbVOVNMfnLn6ik-Mku_pKr7s2rIu2faAn6LtVwEjze9_Rs2ZRr7Ap8W9N1fygR3jvf1VtiHtke-HriPv_9i65OZnmky_JxdXp2eTzRVIqDibxfG50kTIhC6NtoQC1l4yXxhjlBeiFkAy95alFj2nhpdDIU9CgpAIx13KXfBx6n0L7c4Wxc8t2FZr-pBNMCsukhh4dDKgMbYwBF-4pVI8-rB1n7s_3XJY7sA6c6u37wWKoyo2bnmurFGd9nAzx76rG9es9Ls_yDEzvPwx-GfsnbrxgggEw-N9XxQ6fN7kPD04bacDdXp66u28zPpvdXbtj-QK8TJCs</recordid><startdate>200502</startdate><enddate>200502</enddate><creator>Lefever-Davis, Shirley</creator><creator>Pearman, Cathy</creator><general>Blackwell Publishing Ltd</general><general>International Reading Association</general><general>International Reading Association, Order Department</general><scope>BSCLL</scope><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7XB</scope><scope>88B</scope><scope>8A4</scope><scope>8FK</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>AIMQZ</scope><scope>ALSLI</scope><scope>AVQMV</scope><scope>AZQEC</scope><scope>BEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>K50</scope><scope>LIQON</scope><scope>M0P</scope><scope>M1D</scope><scope>M2O</scope><scope>M6I</scope><scope>MBDVC</scope><scope>PADUT</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>Q9U</scope><scope>S0X</scope></search><sort><creationdate>200502</creationdate><title>Early Readers and Electronic Texts: CD-ROM Storybook Features That Influence Reading Behaviors</title><author>Lefever-Davis, Shirley ; Pearman, Cathy</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c4157-a1d76b9023b768b45e6a301c7774a256f230ea8198eae9ba326e1956543452d63</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2005</creationdate><topic>Beginning Reading</topic><topic>CD-ROM</topic><topic>childhood</topic><topic>Children</topic><topic>childrens</topic><topic>Childrens Literature</topic><topic>Computer Assisted Instruction</topic><topic>Computer Peripherals</topic><topic>Computers in education</topic><topic>digital</topic><topic>early childhood</topic><topic>Educational Environment</topic><topic>Educational Technology</topic><topic>Electronic texts</topic><topic>Elementary School Students</topic><topic>evidence</topic><topic>field</topic><topic>Grade 1</topic><topic>Grade 2</topic><topic>Instructional design</topic><topic>Literacy</topic><topic>Literature</topic><topic>media</topic><topic>methodology</topic><topic>motivation</topic><topic>new</topic><topic>Preschool education</topic><topic>Pronunciation</topic><topic>Reading</topic><topic>Reading Comprehension</topic><topic>Reading Habits</topic><topic>Reading Programs</topic><topic>Reading teachers</topic><topic>response</topic><topic>strategies</topic><topic>Student attitudes</topic><topic>supplementary</topic><topic>Teachers</topic><topic>Teaching Methods</topic><topic>technology</topic><topic>Vocabulary Development</topic><topic>Words</topic><topic>Young Children</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Lefever-Davis, Shirley</creatorcontrib><creatorcontrib>Pearman, Cathy</creatorcontrib><collection>Istex</collection><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Education Periodicals</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Research Library (Alumni Edition)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>ProQuest One Literature</collection><collection>Social Science Premium Collection</collection><collection>Arts Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>eLibrary</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>Art, Design & Architecture Collection</collection><collection>ProQuest One Literature - U.S. Customers Only</collection><collection>Education Database</collection><collection>Arts & Humanities Database</collection><collection>Research Library</collection><collection>KidQuest Magazines</collection><collection>Research Library (Corporate)</collection><collection>Research Library China</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest Central Basic</collection><collection>SIRS Editorial</collection><jtitle>The Reading teacher</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Lefever-Davis, Shirley</au><au>Pearman, Cathy</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ684410</ericid><atitle>Early Readers and Electronic Texts: CD-ROM Storybook Features That Influence Reading Behaviors</atitle><jtitle>The Reading teacher</jtitle><date>2005-02</date><risdate>2005</risdate><volume>58</volume><issue>5</issue><spage>446</spage><epage>454</epage><pages>446-454</pages><issn>0034-0561</issn><eissn>1936-2714</eissn><coden>REDTAH</coden><abstract>This research explores the impact of CD‐ROM storybook features on the reading behaviors of 6‐ and 7‐year‐old students with limited exposure to CD‐ROM storybooks. Six categories of behaviors were identified: tracking, electronic feature dependency, distractibility, spectator stance, electronic feature limitations, and electronic features as tools. Results from this study indicate advantages and disadvantages of the features found in this electronic text medium. One of the most intriguing examples of advantageous use is the ability of CD‐ROM storybooks to set a mood and context for a story in a highly appealing manner. They can also support struggling readers' initial attempts at unfamiliar vocabulary. However, there are also elements of CD‐ROM storybooks that merit caution. They have the potential to promote passivity, putting readers into a sort of “spectator stance” in which they let the computer do the “work” of reading rather than becoming actively engaged in the reading process. Implications from this study suggest that an awareness of the benefits and limitations of CD‐ROM storybooks can ensure their use in classroom instruction provides maximum reader support without building reader dependency.</abstract><cop>Oxford, UK</cop><pub>Blackwell Publishing Ltd</pub><doi>10.1598/RT.58.5.4</doi><tpages>9</tpages></addata></record> |
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| ispartof | The Reading teacher, 2005-02, Vol.58 (5), p.446-454 |
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| source | Wiley Journals; JSTOR Archive Collection A-Z Listing; EBSCOhost Education Source |
| subjects | Beginning Reading CD-ROM childhood Children childrens Childrens Literature Computer Assisted Instruction Computer Peripherals Computers in education digital early childhood Educational Environment Educational Technology Electronic texts Elementary School Students evidence field Grade 1 Grade 2 Instructional design Literacy Literature media methodology motivation new Preschool education Pronunciation Reading Reading Comprehension Reading Habits Reading Programs Reading teachers response strategies Student attitudes supplementary Teachers Teaching Methods technology Vocabulary Development Words Young Children |
| title | Early Readers and Electronic Texts: CD-ROM Storybook Features That Influence Reading Behaviors |
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