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The Effect of E-books on Preschool Children's Emergent Literacy Skills

Grant Winners

  • Lorraine Breffni, Ed.D. – Mailman Segal Center for Human Development
  • Nurit Sheinberg, Ed.D. – Mailman Segal Center for Human Development
  • Angela Waguespack, Ph.D. – Center for Psychological Studies
  • Kelli Dari, M.A. – Center for Psychological Studies
  • Alexandra Alfonso, M.S. – Center for Psychological Studies


  • Roni Leiderman, Ph.D. – Mailman Segal Center for Human Development
  • Karen Grosby, Ed.D. – Center for Psychological Studies


Award Winners

There has been a significant increase in the use of electronic technology for educational purposes for young children; however, there is very little research on the impact this has on children's development, specifically on children's emergent literacy skills. The goal of the present study is to begin this exploration by comparing the effect e-books have on preschool-aged children's early literacy skills when compared to traditional books. The study will compare 3 conditions, (1) adult-led e-book reading experience, (2) adult-led traditional book reading experience, and (3) child led e-book experience on children's engagement, communicative initiations, comprehension, and preference during the reading sessions.  The proposed study will also investigate the mediating effect that demographic characteristics (gender, age, and SES) might have in this process. The study will be implemented at two sites with a total of 64 children ages 3 and 4.

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