The Learning Potential of e-Books

Eight years ago, students started using desktop computers when I first began to help e-book reading included in the class at school, but few children e-books. Today, the titles of electronic books are infinite, and with the progress of electronic book technology, portable interactive reading experience became possible. Advances in technology coupled with price declines and increased supply of books have resulted in an increase in the number of children reading ebooks. Indeed, last year, 60% of school-aged children reported that they were reading e-books. Most e-books are browsed at home, but in the past two years the number of e-books viewed at school has nearly doubled from 12% to 21% (Scholastic, 2015).

Although schools still have a lot of understanding of the possibilities of electronic books, it is clear that implementing effective e-books can improve the literacy skills of students (Larson, 2010; Moyer, 2012). But simply having a digital reading device in the hands of students and expecting an improved reading score is not enough. Readers need to be strategic in the use of e-books and in many of their functions. To that end, effective reading instruction is required (Dalton, 2014; Larson, 2013). Let's see how e-books and digital reading devices can effectively support literacy learning.

As we all know, today's students meet and participate in tablet technology, e-books, digital reading in everyday life. Schools still have a lot of understanding of the possibilities of e-books, but it is clear that implementing effective e-books can improve students' literacy skills. In this session, as we develop new culture and become a strategic reader of electronic text, we will explore how students will benefit from the usefulness of electronic books and digital reading. In particular, how the teacher can play an important role in helping students select and apply digital tools and functions to satisfy individual learning needs and personalized digital reading experience I will explain.

Although schools still have a lot of understanding of the possibilities of electronic books, it is clear that implementing effective e-books can improve the literacy skills of students (Larson, 2010; Moyer, 2012). But simply having a digital reading device in the hands of students and expecting an improved reading score is not enough. Readers need to be strategic in the use of e-books and in many of their functions. To that end, effective reading instruction is required (Dalton, 2014; Larson, 2013). Let's see how e-books and digital reading devices can effectively support literacy learning.

A couple of years ago, in the "Children's Future" review on e-books and literacy surveys, more than 12 experimental studies demonstrating that electronic reading technology is "real hope" in learning infant reading were summarized (Biancarosa & Griffiths 2012). For example, in one study, e-books improved speech recognition and recognition of printing concepts for pre-school children, especially learning disabled children (Shamir & Schlafer 2011). Another study discussed in the next section (Korat & Or 2010) also shows the net positive factors of parents and how children interact with children when reading e-books together.