Interactive CD-ROM Storybooks and Young Readers’ Reading Comprehension

Abstract

The purpose of this study was to determine if there was a difference in the level of young readers’ reading comprehension when one group of students read an interactive CD-ROM storybook and another group of students read the same story from a conventionally printed book. A univariate analysis of variance was used to compare scores on oral retellings and comprehension questions. There was no significant difference in mean scores on the retellings between the two groups. There was a significant difference in mean scores on the comprehension questions between the two groups. When comprehension was measured through the use of comprehension questions, students reading the CD-ROM storybook scored higher.

Keywords:

• computer-assisted instruction
• interactive CD-ROM storybooks
• reading comprehension
• young readers