The Effects Of Electronic Storybook Reading On5-6Years Old Children’s Emergent Literacy

The concept of emergent literacy proposed especially for preschool children,which contains the knowledge, skills,and attitudes of literacy that childrenacquired before they accepted the formal literacy training in primary school. Theexperience of emergent literacy education provides an important foundation forreading and writing skills, the neglect of emergent literacy would cause readingdisorder when children went to primary school, and directly affects the futureacademic achievement. Therefore, research on emergent literacy not only hassignificant meaning in academic research, but also has significant meaning inpractical. Except for the impact of social background, school environment, andfamily environment, story book reading is the most positive affection on children’semergent literacy. With the development of times, the electronic devices areunavoidably become more available for children in their daily life and the formof story book contains more electronic factors. Many alphabetic writing countrystudies have been confirmed the positive effects that electronic storybook readingon emergent literacy. While relevant empirical research onChinese characters wasquite less.By using pretest-posttest experimental design, a research among a total of210children of5-6years old was carried out in Hangzhou. This study investigatedtheir emergent literacydevelopment andthe effects of electronic storybooks ontheir emergent literacy. And also researched the different effects of electronicstory book and paper book readingon emergent literacy and the effects thatdifferent interaction degrees in electronic story book bringson emergent literacyin two experiments.This study gets the following results:(1)Both phonological awareness and Writing knowledge of emergent literacyshows a significant increase from5to6years old.(2)5-6years old children’sconsonants awareness of phonological awareness is better than toneawareness and vowels awarenesssignificantly, and tone awareness is better thanvowels awareness significantly.(3)In5years old, word distinguish ability ofletter knowledge is better than word recognition and radical awarenesssignificantly. In6years old, radical awareness is also better than wordrecognition significantly.(4)Under Chinese language circumstance, the use ofelectronic storybooks can promote5-6years old children’s phonological awarenessand letter knowledge more than the control group in daily teachingclass, and thepromotion can equal adult accompanied paper book reading, which means electronicstorybooks can replace adult accompanied paper book reading to some extent.(5)Compared to reading electronic storybooks alone, adult accompanied paper bookreading works better in story comprehension.(6) When electronic storybooks aredesigned with animation and sound, there’s no significant difference in low andhigh-interactions with their positive impact on5-6years old children’s emergentliteracy.