Implications for practice, research and app development are discussed. E-books were primarily researcher-developed and included congruent functions to foster language development. The effectiveness was mainly moderated by story repetition, number of sessions, and embeddedness in the classroom. Activities with e-books were also ahead of print storybook reading in ECEC (g = 0.45). Altogether, 17 studies with 30 different e-book treatments were included.Ĭhildren benefited significantly more from the e-book interventions compared to regular child-care (g = 0.85). A random-effect model was used to aggregate findings. The systematic search, examining studies from 2000 to 2018, was carried out by two independent reviewers. This meta-analysis investigates the effectiveness of e-book interventions in comparison to regular childcare and to shared print book reading in classrooms. In the digital age, e-books might offer new opportunities to foster language development in ECEC. ![]() Meta-analytic evidence suggests that shared book reading is a valuable tool to narrow this gap in the early years. Therefore, one of the most important but also challenging mandates of early childhood education and care is to promote these skills before school enrolment. However, a considerable number of children enter school with poor language skills. Language abilities in the early years are a strong predictor of children’s success in school.
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