The Oklahoma Reader 58-1 Spring 2022

Holly Rice

e-Books vs Print What’s the Difference?

It is safe to say we are inundated with technology. No matter what age, you cannot avoid the changes taking place in technology today. From tablets to Chromebooks used in the classrooms to cable television converting to internet in our homes, it seems you cannot dodge the change in technology. Technology is ever evolving, and you have no choice but to get onboard or to be left behind, or so it appears.

We know as educators it is a must to stay on top of change, whether we want it or not. As teachers we sometimes blindly follow the trend because that is what we are instructed to do, but not without resignation and the thought of how we know that this change is for the better. It takes years of research and the collection of data to conclude that change may or may not be for the best. All the while, our students are the ones that could quite possibly be missing the boat. For example, there still remains the age-old debate in teaching reading as to what approach is best, whole language or phonics? Most can agree or find middle ground that there is a place for both and that both have unique characteristics in terms of helping a child learn to read (teachnology, 2022). There is also the matter of pen and paper versus typing. Neuroscientists have concluded that writing and reading what we have written with a pen or pencil rather than typing taps into the brain networks creating a much deeper learning experience (Terada et al., 2021). For the past ten plus years, another ongoing debatable topic is the matter of e-books versus traditional print. The questions remain, is one better than the other and is there a place for both?

Why Traditional Print?

Recent studies have shown students continue to prefer traditional print over digital screens (Baron et al., 2017; Barshay, 2019; Davidovitch et al., 2016; Kurata et al., 2017; Mizrachi, 2015). Research also suggests reading outcomes are influenced by the medium used, and currently, print supersedes digital in impact (Lenhard et al., 2017; Mangen et al., 2013; Singer & Alexander, 2017), but the margin is lessening. In a 2021 meta-analysis comparison of digital versus print in children’s learning outcomes, lower comprehension scores were associated with e-books, but with story-congruent enhancements, digital books out-performed traditional print. In the same study it was also found that adults’ mediation while reading print books to children was more effective to student comprehension than enhancements in digital books read by children independently (Furenes et al., 2021). Reading print books is associated with reading comprehension more than any other materials (McGeown et al., 2016), and reading digital texts is different than reading from a book. Reading from a digital book requires more concentration

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(Fesel et al., 2018), and teachers reported students focused more on the device being used rather than the content being read (Schugar et al., 2013). Children of all ages, from toddlers and preschool to college age students, are more likely to comprehend more when they are engaged by reading printed material than reading from e-books and/or a screen (Barshay, 2019; Delgado et al., 2018; Munzer et al., 2019; Pew Research Center, 2018).

Why E-Books?

E-books include multimodal features such as sounds, animations, videos and narrations that traditional print does not offer. E-books also provide interactivity and convenience, not to mention the benefits of engaging readers and offering differentiated instruction (Schugar, et al., 2013). Although these added features are beneficial, they can also distract from what is being read. Research shows that e-books with digital enhancements that relate to the story can have positive learning outcomes, but digital enhancements that are not related to the story narrative can have a negative effect (Christ et al., 2019). For example, some e-books have games embedded in the story apps, distracting from the story content and resulting in poorer reading comprehension (Munzer, et al., 2019; Parish-Morris et al., 2013). E-books also provide specific language promoting features, such as embedded dictionaries that provide word definitions and follow story context. These features were found to enhance children’s vocabulary (Korat et al., 2019). In addition to vocabulary development, a previous study conducted with children at risk for learning disabilities, ranging in ages from five to seven years old, found independent reading of a digital book was more beneficial in the development of their vocabulary than a print book read by an adult (Shamir et al., 2012). Furthermore, automated reading on a computer for vocabulary development for children at risk for disabilities was also found just as effective as an adult reading a traditional print book aloud to students (Segers et al., 2006). Lastly, one of the most important contributions of e-books is that e-books are deemed more convenient and diverse, allowing teachers and students to easily access thousands of e-book materials from their mobile devices (Schugar et. al., 2013) at anytime and anywhere.

Considerations for e-Books in the Classroom

Although we think most students are “experts” with technology, not all students are literate in using the devices needed to access e-books, and not all students have had the same opportunities to work with these devices in their homes or schools. The first consideration for teachers using e-books in the classroom is to consider teaching students to become familiar with the technology being used. Technology varies from school to school; some schools provide iPads, while others may use Chromebooks. Teachers cannot assume that students’ prior experiences with the use of technology will prepare the student to use an e-book effectively without orienting students to how the basic functions of these devices work (Schugar et al., 2013). Students need explicit teaching and modeling in navigating e-books on their specific device.

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Teachers interested in using both e-books and traditional print in the classroom to teach comprehension can also support students through targeted instruction by scaffolding their reading experience. During this process, it is important for teachers to emphasize how the strategies taught across both formats are similar and different. For example, when teaching vocabulary, there are many ways to infer a meaning from unknown vocabulary words when using traditional print. One way to infer the meaning of a word by using print is to examine the context of the word in the text and to use pictures to gain clues about the meaning of the word. Many interactive e-books are similar in that they offer interactive features such as sound and animations to also help students uncover the meanings of the words (Schugar et al., 2013).

Most print-based reading skills are transferable to e-books. Inferring, predicting, retelling or summarizing a story are all reading strategies that work well with both formats. However, students again may need explicit instruction to implement the strategies in the e-book environment. In teaching students how to transfer their print-based reading skills while using interactive e-books, it is also important to note that students should not become over reliant on e- book features such as the dictionary and the “read to me features.” If students become over reliant on these features, the reading process itself could become disrupted. Therefore, it is recommended that teachers introduce these features, but to advise students to be careful to not over-use while reading e-books (Schugar et al., 2013).

Conclusion

The ongoing debate of digital versus print may continue for some time, at least until more research is done. In time, as with any argument, hopefully a common ground can be found for the use of both digital and print. Maybe it is not a question as to which one is better than the other, but rather how they can both be utilized in the classroom effectively. Neither one, digital or print, can replace a good teacher and any reading is good for children, no matter the medium. Ultimately, when digital and print books are comparable, kids best comprehend the print version, but when enhancements like motion and sound enrich the story content, e-books are generally more appealing and at an advantage. In addition, the new and improved designs of e-books offer tools that allow readers to annotate, highlight words, answer embedded questions, and share thoughts with other readers. As children become more accustomed to e-books, might the print book advantages decline? Nevertheless, at this time, reading from paper appears to be more efficient, but it looks as if digital books have a promising future.

References

Baron, N., Calixte, R., & Haravewala, M. (2017). The persistence of print among university students: An exploratory study. Telematics and Informatics, 34, 590–604.

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Barshay, J. (2019). Evidence increases for reading on paper instead of screens. The Hechinger Report. https://hechingerreport.org/evidence-increases-for-reading-on-paper-instead-ofscreens/

Christ, T., Wang, X. C., Chiu, M. M., Cho, H. (2019). Kindergartener’s meaning-making with multimodal app books: The relations amongst reader characteristics, app book characteristics, and comprehension outcomes. Early Childhood Research Quarterly, 47, 357–372.

Davidovitch, N., Yavich, R., & Druckman, E. (2016). Don’t throw out the paper and pens yet: On the reading habits of students. Journal of Educational Research, 12(4).

Delgado, P., Vargas, C., Ackerman, R., & Salmeron, L. (2018). Don’t throw away your printed books: A meta-analysis on the effects of reading media on comprehension. Educational Research Review, 25, 23–28.

Fesel, S., Segers, E., & Verhoeven, L. (2018). Individual variation in children’s reading comprehension across digital text types. Journal of Research in Reading, 41(1), 106–121.

Furenes, M., Kurcirkova, N., & Bus, A. (2021). A comparison of children’s reading on paper versus screen: A Meta Analysis. Review of Educational Research, 91(4).

Korat, O., Graister, T., & Altman, C. (2019). Contribution of Reading and e-book with a dictionary to Word learning: Comparison of kindergarteners with and without SLI. Journal of Communication Disorders, 79, 11-12.

Kurata, K., Ishita, E., Miyata, Y., & Minami, Y. (2017). Print or digital? Reading behavior and preferences in Japan. Journal of the Association for Information Science and Technology, 68, 884–894.

Lenhard, W., Schroeders, U., & Lenhard, A. (2017). Equivalence of screen versus print reading comprehension depends on task complexity and proficiency. Discourse Processes, 54, 427–445.

Mangen, A., Walgermo, B., & Brennick, K. (2013). Reading linear texts on paper versus computer screens: Effects on reading comprehension. International Journal of Educational Research, 58, 61–68.

McGeown, S., Osborne, C., Warhurst, A., Norgate, R., & Duncan, L. (2016). Understanding children’s reading activities: Reading motivation, skill and child characteristics as predictors. Journal of Research in Reading, 39(1), 109–125.

Mizrachi, D. (2015). Undergraduates’ academic reading format preferences and behaviors. The Journal of Academic Librarianship, 41, 301–311.

Munzer, T. G., Miller, A. L., Weeks, H. M., Kaciroti, N., Radesky, J. (2019). Differences in parent-toddler interactions with electronic versus print books. Pediatrics, 143(4).

Parish-Morris, J., Mahajan, N., Hirsh-Pasek, K., Golinkoff, R. M., Collins, M. F. (2013). Once upon a time: Parent-child dialogue and storybook reading in the electronic era. Mind Brain and Education, 7(3), 200–211.

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Pew Research Center. (2018). Nearly one in five Americans now listen to audiobooks. http://www.pewresearch.org/fact-tank/2018/03/08/nearly-one-in-five-americans-nowlisten-to-audiobooks/.

Schugar, H., Smith, C., & Schugar, J. (2013). Teaching with interactive picture e-books in grades k-6. The Reading Teacher, 66(8), 615-624.

Segers, E., Nooigen, M., & de Mor, J. (2006). Computer vocabulary training in kindergarten with children with special needs. International Journal of Rehabilitation Research, 29, 343- 345.

Shamir, A. & Baruch, D. (2012). Educational e-books: a support for vocabulary and early math for children at risk for learning disabilities. Educational Media International, 49(1).

Singer, L., & Alexandria, P. (2017). Reading across mediums: Effect of reading digital and print texts on comprehension and calibration. The Journal of Experimental Education, 85, 155–172. teachnology. (2022). Whole language versus phonics instruction. What is the difference? https://www.teach-nology.com/themes/lang_arts/phonics/wholevsphonics.html Terada, Y., Merrill, S. & Gonser, S. (2021). The 10 most significant education studies of 2021. Edutopia. https://www.edutopia.org/article/10-most-significant-education-studies- 2021?utm_content=linkpos1&utm_campaign=weekly-2021-12-15&utm_source

Holly Rice is Associate Professor of Education at Cameron University. Before working at the collegiate level, she worked as an early childhood special education teacher. She teaches special education courses at both the undergraduate and graduate level. Her research interests include parents of children with disabilities and special education preservice teachers. She can be reached at hrice@cameron.edu.

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