THE EFFECT OF ELECTRONIC STORYBOOKS ON STRUGGLING FOURTH- GRADERS’ READING COMPREHENSION
This quantitative research examined the differences in struggling readers’ comprehension of storybooks according to the medium of presentation. Each student was randomly assigned with one of three conditions: (1) computer presentation of storybooks with animation; (2) computer presentation of storybooks without animation; and (3) traditional print storybooks. 77 participants were selected among fourth-grade students who were reading below current grade level and not meeting Sunshine State Standard as measured by Florida Comprehensive Assessment Test (Reading Level one or Reading Level two). Comprehension was measured by using retelling. Analysis of variance (ANOVA) was used to test research question at the .05 level of significance. The results of statistical analysis indicated that there was significant difference in the students' comprehension scores. When the student controlled the animation functions of electronic storybooks, the animated illustrations were shown to result in significantly higher improvement of comprehension scores, both in terms of the students' ability to retrieve information and to make inferences from the stories. The results of the research also indicated that electronic storybooks can improve reading comprehension and can be beneficial for struggling readers.