Skip to main content
SpringerLink
Log in

Scaffolding or Distracting: CD-ROM Storybooks and Young Readers

  • Published:
TechTrends Aims and scope Submit manuscript

Abstract

CD-ROM storybooks, often referred to as electronic texts, e-books, and interactive stories, are learning tools with supplemental features such as automatic reading of text, sound effects, word pronunciations, and graphic animations which support the development of reading skills and comprehension in beginning readers. Some CD-ROM storybooks also provide a definition of the word to aid in vocabulary acquisition. However, over-reliance on these features may hinder development of a young reader’s decoding skills and use of context cues. Many CD-ROM storybooks contain incidental hotspots, such as dancing flowers and hidden characters, which distract from the storyline and take reader’s attention away from comprehension. These incidental features may prolong the reading event causing fatigue and loss of focus. In sum, the features provided by CD-ROM storybooks offer valuable support for the acquisition of reading skills when coupled with supervision to monitor overuse and direct instruction in comprehension strategies.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

References

  • Birkerts, S. (1995). The Gutenberg elegies. New York: Ballantine.

    Google Scholar 

  • Higgins, N., & Hess, L. (1998). Using electronic books to promote vocabulary development (Faculty released time project final report). (ERIC Document Reproduction Service No. ED418687)

  • International Reading Association. (2002). Integrating literacy and technology in the curriculum: A position statement of the International Reading Association. [Brochure]. Newark, DE: Author.

  • International Society for Technology in Education. (2007). The ISTE national educational technology standards (NETS.S) and performance indicators for students. Retrieved from http://www.iste.org

  • International Society for Technology in Education. (2002). National educational technology standards. Retrieved from http://www.iste.rog/content/navigationMenu/NETS

  • Labbo, L. D. (2000). 12 things young children can do with a talking book in a classroom computer center. The Reading Teacher, 53(7), 542-546.

    Google Scholar 

  • Labbo, L. D. (2005). Technology in literacy: Books and computer response activities that support literacy development. The Reading Teacher, 59(3), 288-292.

    Article  Google Scholar 

  • Labbo, L. D., & Kuhn, M. R. (2000). Weaving chains of affect and cognition: A young child’s understanding of CD-ROM talking books. Journal of Literacy Research, 32, 187-210.

    Article  Google Scholar 

  • Labbo, L. D., Leu, D. J., Kinzer, C., Teale, W. H., Cammack, D., Soterius, J. K., & Sanny, R. (2003). Teacher wisdom stories: Cautions and recommendations for using computerrelated technologies for literacy instruction. The Reading Teacher, 57(3), 300-304.

    Google Scholar 

  • Lefever-Davis, S., & Pearman, C. (2005). Early readers and electronic texts: Factors that influence reading behaviors. The Reading Teacher, 58(5), 446-454.

    Article  Google Scholar 

  • Lewin, C. (1996). Improving talking book software esign: Emulating the supportive tutor. Bradford, UK: Center for Information Technology in Education, The Open University.

  • Lewis, R. B., & Ashton, T. M. (1999). Interactive books on CD-ROM and reading instruction for students with leaning disabilities: What are your views? Retrieved from San Diego State University, Project Literacy Instruction Through Technology Web site: http://www.csun.edu/cod/conf/1999/proceedings/sessions0027.htm

  • Matthew, K. (1996). The impact of CD-ROM storybooks on children’s reading comprehension and attitude. Journal of Education Multimedia and Hypermedia, 5, 379-394.

    Google Scholar 

  • McKenna, M. C. (1998). Electronic texts and the transformation of beginning reading. In D. Reinking, M. C. McKenna, L. D. Labbo, & R. D. Kieffer (Eds.) Handbook of literacy and technology: Transformations in a posttypographic world. (pp. 45-59). Mahwah, NJ:

  • Lawrence Erlbaum Associates, Inc. McKenna, M. C., Reinking, D., Labbo, L. D., & Kieffer, R. D. (1999). The electronic transformation of literacy and its implications for the struggling reader. Reading & Writing Quarterly, 15, 111-126.

    Article  Google Scholar 

  • Pearman, C. (2008). Independent reading of CD-ROM storybooks: Measuring comprehension with oral retellings. The Reading Teacher, 61(8), 594-602.

    Article  Google Scholar 

  • Pearman, C., & Lefever-Davis, S. (2006). Supporting the essential elements with interactive CD-ROM storybooks. Reading Horizons, 46(4), 301-313.

    Google Scholar 

  • Reinking, D. (1997). Me and my hypertext: A multiple digression analysis of technology and literacy (sic). The Reading Teacher, 50(8), 626-637.

    Google Scholar 

  • Reinking, D., & Schreiner, R. (1985). The effects of computer-mediated text on measures of reading comprehension and reading behavior. Reading Research Quarterly, 20(5), 536-552.

    Article  Google Scholar 

  • Shamir, A., & Korat, O. (2006). How to select CD-ROM storybooks for young children: The teacher’s role. The Reading Teacher, 59(6), 532-543.

    Article  Google Scholar 

  • Trushell, J., Maitland, A., & Burrell, C. (2003). Pupils’ recall of an interactive storybook on CD-ROM. Journal of Computer Assisted Learning, 19, 80-89.

    Article  Google Scholar 

Download references

Author information

Consortia

Cathy J. Pearman and Ching-Wen Chang

Rights and permissions

Reprints and permissions

About this article

Cite this article

Cathy J. Pearman and Ching-Wen Chang. Scaffolding or Distracting: CD-ROM Storybooks and Young Readers. TECHTRENDS TECH TRENDS 54, 52–57 (2010). https://doi.org/10.1007/s11528-010-0420-5

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11528-010-0420-5

Keywords

Search

Navigation