Skip to main content

Advertisement

Springer Nature Link
Log in

Interactive whole language e-story for early literacy development in ethnic minority children

  • Published:
Education and Information Technologies Aims and scope Submit manuscript

Abstract

This study investigated the effects of using an interactive e-story for early literacy instruction on word recognition, story comprehension and story application. The study was conducted in two classrooms in the southern border provinces of Thailand with ethnic minority children at the kindergarten level. The samples consisted of 60 children who used the Pattani Malay language as a mother tongue, and who had little experience with Thai, the language of instruction in the kindergarten classrooms. The experimental classroom had 30 children who learned with the interactive e- story. The control classroom had 30 children who learned with the paper version of the e-story. Both groups were taught using a whole language approach for 45 min per day over 8 weeks. This research used a pretest-posttest design on word recognition and story application, and only a posttest design on story comprehension. The results showed the positive effects of using an interactive e- story and present an alternative method to foster the early literacy learning of ethnic minority children. These results showed the children’s improvement after using interactive e-story and a significant difference in word recognition and story application. The comparison of the early literacy improvement between two groups revealed a significant difference in word recognition and story comprehension but no significant difference in story application. Implications for future study and education are discussed.

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

Access this article

Log in via an institution

Subscribe and save

Springer+ Basic
$34.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

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

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3
Fig. 4
Fig. 5
Fig. 6
Fig. 7

Similar content being viewed by others

Explore related subjects

Discover the latest articles, news and stories from top researchers in related subjects.

References

  • Ahmed, T. (2010). A critical appraisal of EU governance for the protection of minority right. International Journal on Minority and Group Rights, 17(2), 265–285. doi:10.1163/157181110X495890.

    Article  Google Scholar 

  • August, D., & Shanahan, T. (2006). Executive summary developing literacy in second-language learners: Report of the national literacy panel on language-minority children and youth. New Jersey: Lawrence Erlbaum Associates, Inc.

    Google Scholar 

  • Basic Education Commission. (2010). The evaluation of applying bilingual (Thai and Malayu) in teaching and learning project for the Lowest Southern Part of Thailand Report. Bangkok: The teachers’ council of Thailand Press. Published in Thai.

    Google Scholar 

  • Cacikova, M., Londakova, D., Podhradsky P., & Londak, J. (2010). Application of multimedia technologies in pre-school and elementary school language education. Proceedings from International conference “ICT for Language Learning”, 3rd edn. Florence.

  • De Jong, M. T., & Bus, A. G. (2003). How well suited are electronic books to supporting literacy? Journal of Early Childhood Literacy, 3, 147–164. doi:10.1177/14687984030032002.

    Article  Google Scholar 

  • Edelsky, C., Altwerger, B., & Flores, B. (1991). Whole language: What’s the difference? Portsmouth: Heinemann Educational Books, Inc.

    Google Scholar 

  • Ertem, I. S. (2010). The effect of electronic storybooks on struggling fourth-graders’ reading comprehension. The Turkish Online Journal of Educational Technology, 9(4), 140–155.

    Google Scholar 

  • Fluckiger, B. (2010). Culture-switching in different worlds: young children’s transition experiences. Australasian Journal of Early Childhood, 35(4), 101–108.

    Google Scholar 

  • Fortune, T. W. & Tedick, D. J. (2003). What parents want to know about foreign language immersion programs. Resource document. ERIC Digest. http://www.cal.org/resources/digest/digest_pdfs/0304fortune.pdf. Accessed 8 November 2013.

  • Goodman, K., Bird, L. B., & Goodman. (1991). The whole language catalog. Santa Rosa: American School Publishers.

    Google Scholar 

  • Harley, T. (2008). The psychology of language: From data to theory. New York: East Sussex Psychology Press.

    Google Scholar 

  • Justice, L. M., & Pence, K. L. (2005). Scaffolding with storybooks: A guide for enhancing young’ children’s language and literacy achievement. Newark: The International Reading Association, Inc.

    Google Scholar 

  • Kannaovakun, P., Chotikakamthorn, M., Sa-idi, A., Chanhom, R., Paramal, W., & Anakasiri, S. (2010). Model for the development of bilingual communicative competence of students in the three southern border provinces of Thailand. Songklanakarin Journal of Social Sciences and Humanities, 16(6), 933–952. published in Thai.

    Google Scholar 

  • Kasten, W. K., Lolli, E. M., & Wilt, J. V. (1998). Common roots and threads: developmentally appropriate practice, whole language, and continuous progress. Literacy Teaching and Learning, 3(2), 19–40.

    Google Scholar 

  • Korat, O. (2001). Cultural pedagogy and bridges to literacy: home and kindergarten. Early Childhood Education Journal, 28, 225–230.

    Article  Google Scholar 

  • Korat, O. (2010). Reading electronic books as a support for vocabulary, story comprehension and word reading in kindergarten and first grade. Computer & Education, 55, 24–31. doi:10.1016/j.compedu.2009.11.014.

    Article  Google Scholar 

  • Korat, O., & Shamir, A. (2006). How to select CD-ROM storybooks for young children: the teacher’s role. The Reading Teacher, 59(6), 532–543. doi:10.1598/RT.59.6.3.

    Article  Google Scholar 

  • Lee, J. Ch. (2013). Wii remote projects. Resource document. Wiimote Project. http://johnnylee.net/projects/wii/ Accessed 1 November 2013.

  • Ling, P. (2012). The “whole language” theory and its application to the teaching of English reading. English Language Teaching, 5(3), 147–152. doi:10.5539/elt.v5n3p147.

    Article  Google Scholar 

  • Mekheimer, M. A. A. G. (2011). The impact of using videos on whole language learning in EFL context. Arab World English Journal, 2(2), 5–39.

    MathSciNet  Google Scholar 

  • Moody, A. K. (2010). Using electronic books in the classroom to enhance emergent literacy skills in young children. Journal of Literacy and Technology, 11(4), 22–52.

    Google Scholar 

  • National Center for Family Literacy. (2009). An introductory teacher guide for early language and emergent literacy instruction. Resource document. National Center for Family Literacy. http://www.famlit.org/pdf/what-works.pdf. Accessed 12 February 2013.

  • Phadung, M., Suksakulchai, S., & Kaewprapan, W. (2012a) States of learning experiences for preschool children using Thai as a second language and tendency of bilingual multimedia development: A case study of three southern border provinces of Thailand. Proceedings from International Conference on Management and Education Innovation. Kuala Lumpur.

  • Phadung, M., Suksakulchai, S., & Kaewprapan, W. (2012b). The design framework of interactive storybook support early literacy learning for ethnic minority children. Proceedings from the World Congress on Engineering and Computer Science conference. San Francisco, CA.

  • Phadung, M., Howland, J. L., Suksakulchai, S., & Kaewprapan, W. (2013). The use of interactive storybook based on whole language approach in the classroom: An effective method for supporting early literacy learning of ethnic minority children. Kuala Lumpur: Proceedings from Intellectbase International Consortium.

    Google Scholar 

  • Raines, S. C., Canady, R. J.; foreward by Bill Martin. (1990). The whole language kindergarten. New York, NY: Teachers College Press.

  • Roskos, K., & Brueck, J. (2009). The eBook as a learning object in an online world. In A. G. Bus & S. B. Neuman (Eds.), Multimedia and literacy development (pp. 77–88). New York: Routledge.

    Google Scholar 

  • Roskos, K., Brueck, J., & Widman, S. (2009). Investigating analytic tools for e-book design in early literacy learning. Journal of Interactive Online Learning, 8(3), 218–240.

    Google Scholar 

  • Roskos, K., Burstein, K., You, B., Brueck, J., & O’Brien, C. (2011). A formative study of an E-book instructional model in early literacy. Creative Education, 2(1), 10–17. doi:10.4236/ce.2011.21002.

    Article  Google Scholar 

  • Salmon, L. G. (2013). Factors that affect emergent literacy development when engaging with electronic Books. Early Childhood Education Journal (online published). doi:10.1007/s10643-013-0589-2.

    Google Scholar 

  • Schaefer, R. T. (2012). Racial and ethnic groups. Boston: Pearson. Published in Thai.

    Google Scholar 

  • Schwarzer, D. (2001). Whole language in a foreign language class: from theory to practice. Foreign Language Annals, 34(1), 52–59. doi:10.1111/j.1944-9720.2001.tb02802.x.

    Article  Google Scholar 

  • Segers, E., & Verhoeven, L. (2002). Multimedia support of early literacy learning. Computer & Education, 32, 207–221. doi:10.1016/S0360-1315(02)00034-9.

    Article  Google Scholar 

  • Shamir, A. (2009). Processes and outcomes of joint activity with e-books for promoting kindergarteners’ emergent literacy. Educational Media International, 46(1), 81–96. doi:10.1080/09523980902781295.

    Article  MathSciNet  Google Scholar 

  • Shamir, A., Korat, O., & Barbi, N. (2008). The effects of CD-ROM storybook reading on low SES kindergarteners’ emergent literacy as a function of learning context. Computers & Education, 51, 354–367. doi:10.1016/j.compedu.2007.05.010.

    Article  Google Scholar 

  • Smeets, D. J. H., & Bus, A. G. (2012). Interactive electronic storybooks for kindergartners to promote vocabulary growth. Journal of Experimental Child Psychology, 112, 36–55. doi:10.1016/j.jecp.2011.12.003.

    Article  Google Scholar 

  • Smeets, D. J. H., & Bus, A. G. (2013). The interactive animated e-book as a word learning device for kindergartners. Applied Psycholinguistics. doi:10.1017/S0142716413000556.

    Google Scholar 

  • Steensel, R. V. (2006). Relations between socio-cultural factors, the home literacy environment and children’s literacy development in the first years of primary education. Journal of Research in Reading, 29(4), 367–382. doi:10.1111/j.1467-9817.2006.00301.x.

    Article  Google Scholar 

  • UNESCO. (2000). The Dakar framework for action, office of the assistant director-general for education. Paris: UNESCO.

    Google Scholar 

  • Verhallen, M. J. A. J., Bus, A. G., & De Jong, M. T. (2006). The promise of multimedia stories for kindergarten children at risk. Journal of Educational Psychology, 98, 410–419. doi:10.1037/0022-0663.98.2.410.

    Article  Google Scholar 

  • Wang, P. (2011). The effect of computer-assisted whole language instruction on Taiwanese university students’ English learning reading. English Language Teaching, 4(4), 10–20. doi:10.5539/elt.v4n4p10.

    Article  Google Scholar 

  • Yang, S., Li, L., YaLikunjiang, A., Tao, X., Li, Q., & Gong, S. (2013). Ethnic identity of minority no-fee preservice students. Chinese Education and Society, 46, 7–89. doi:10.2753/CED1061-1932460205.

    Article  Google Scholar 

  • Zucker, T. A. (2009). The effects of electronic books on pre-kindergarten-to-grade 5 students’ literacy and language outcomes: a research synthesis. Journal of Educational Computing Research, 40(1), 47–87. doi:10.2190/EC.40.1.c.

    Article  Google Scholar 

Download references

Acknowledgements

This work was supported by grants from the Strategic Scholarships Fellowships Frontier Research Networks (Specific for Southern region), Office of the Higher Education Commission, Thailand.

Author information

Authors and Affiliations

  1. Ph.D.Candidate (Learning Innovation in Technology), Faculty of Industrial Education and Technology, King Mongkut’s University of Technology Thonburi, 126 Pracha Uthit Rd., Bang Mod, Thung Khru, Bangkok, 10140, Thailand

    Muneeroh Phadung, Surachai Suksakulchai & Wacheerapan Kaewprapan

Authors
  1. Muneeroh Phadung
    View author publications

    You can also search for this author inPubMed Google Scholar

  2. Surachai Suksakulchai
    View author publications

    You can also search for this author inPubMed Google Scholar

  3. Wacheerapan Kaewprapan
    View author publications

    You can also search for this author inPubMed Google Scholar

Corresponding author

Correspondence to Muneeroh Phadung.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Phadung, M., Suksakulchai, S. & Kaewprapan, W. Interactive whole language e-story for early literacy development in ethnic minority children. Educ Inf Technol 21, 249–263 (2016). https://doi.org/10.1007/s10639-014-9318-8

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10639-014-9318-8

Keywords