Using digital texts vs. paper texts to read together: Insights into engagement and mediation of literacy practices among linguistically diverse students. (2017)

• Record Type: Journal Article
• Authors: Martin-Beltrán, Melinda; Tigert, Johanna M.; Peercy, Megan Madigan; Silverman, Rebecca D.
• Is Part Of: International journal of educational research. Volume 82(2017)
• Page Start: 135
• Page End: 146
• Publication Date: 2017
• Subjects: Peer learning -- Digital text -- e-Books -- Linguistically diverse learners -- English language learners -- Emergent bilinguals; Education -- Evaluation -- Periodicals; Curriculum evaluation -- Periodicals; Education -- Periodicals; Program Evaluation -- Periodicals; Éducation -- Évaluation -- Périodiques; Programmes d'études -- Evaluation -- Périodiques; Éducation -- Recherche -- Périodiques; Curriculum evaluation; Education -- Evaluation; Periodicals; 370.72
• DOI: 10.1016/j.ijer.2017.01.009
• Languages: English
• ISSNs: 0883-0355

Abstract

Highlights: Quality of student engagement differed across digital vs. paper texts. Time sampling patterns showed relatively equal engagement across text types. Students used text features to support comprehension with paper texts more often. Implications for teachers using digital text with cautionary notes. Survey data found most students preferred tablets over books. Abstract: As schools around the world increasingly use digital text, research is needed to understand the impact different media may have on opportunities for language and literacy development. Using mixed methods to analyze students' collaborative interactions across different media, this study examined how linguistically diverse students engaged with digital and paper books in a cross-age peer-learning literacy program. Findings revealed that the quality of students' engagement differed across media. Students were more likely to engage in meaningful talk, use text features to support comprehension, and attend to text when using paper books. Findings have implications for how educators may reconsider instruction using digital texts in order to support language and literacy development with students learning an additional language.