With growing numbers of online and electronic learning formats, it has become increasingly more crucial to consider literacy development and written language exposure in preschool-aged students. Emergent literacy, which includes print awareness, is a key element of future reading success. The following study aimed to examine children’s print awareness skills through dialogic reading using both printed and ebook formats. During this study, five participants were selected from a local, private preschool and participated in a weeklong study in which they were read to dialogically with specific prompts concerning print awareness skills for a one-on-one intervention. During the initial session, a series of 10 print awareness prompts were introduced and baseline data were collected based on the participants’ answers when given an ebook format and printed book format. The following days consisted of intervention by dialogic reading in both formats during individual sessions with the lead investigator. The final day of the study served as end of intervention data collection where the participants were asked the same 10 prompts as the initial session within both formats. Data revealed that dialogic reading served as a successful intervention and that preschool age students may perform print awareness tasks slightly better with printed books.
","abstract_html":"<p>With growing numbers of online and electronic learning formats, it has become increasingly more crucial to consider literacy development and written language exposure in preschool-aged students. Emergent literacy, which includes print awareness, is a key element of future reading success. The following study aimed to examine children’s print awareness skills through dialogic reading using both printed and ebook formats. During this study, five participants were selected from a local, private preschool and participated in a weeklong study in which they were read to dialogically with specific prompts concerning print awareness skills for a one-on-one intervention. During the initial session, a series of 10 print awareness prompts were introduced and baseline data were collected based on the participants’ answers when given an ebook format and printed book format. The following days consisted of intervention by dialogic reading in both formats during individual sessions with the lead investigator. The final day of the study served as end of intervention data collection where the participants were asked the same 10 prompts as the initial session within both formats. Data revealed that dialogic reading served as a successful intervention and that preschool age students may perform print awareness tasks slightly better with printed books. </p>","abstract_has_math":false,"creators":["Taylor, Marissa"],"institution":"Eastern Kentucky University","degree_name":"Master of Arts (MA)","degree_level":"Master's","degree_discipline":"Communication Sciences and Disorders","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-01-01T08:00:00Z","date_published":"2022-01-01T08:00:00Z","updated_at":"2026-07-24T02:16:00Z","subjects":["dialogic reading","early literacy","electronic book","emergent literacy","printed book","Early Childhood Education","Language and Literacy Education"],"languages":[],"rights":["Copyright 2022 Marissa Taylor"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://encompass.eku.edu/etd/770","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Taylor, Marissa"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:publisher","label":"Institution","values":["Encompass Digital Archive, Eastern Kentucky University"]},{"key":"dc:type","label":"Dc Type","values":["Master Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Communication Sciences and Disorders"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Eastern Kentucky University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["dialogic reading","early literacy","electronic book","emergent literacy","printed book","Early Childhood Education","Language and Literacy Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2022 Marissa Taylor"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://encompass.eku.edu/etd/770"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["With growing numbers of online and electronic learning formats, it has become increasingly more crucial to consider literacy development and written language exposure in preschool-aged students. Emergent literacy, which includes print awareness, is a key element of future reading success. The following study aimed to examine children’s print awareness skills through dialogic reading using both printed and ebook formats. During this study, five participants were selected from a local, private preschool and participated in a weeklong study in which they were read to dialogically with specific prompts concerning print awareness skills for a one-on-one intervention. During the initial session, a series of 10 print awareness prompts were introduced and baseline data were collected based on the participants’ answers when given an ebook format and printed book format. The following days consisted of intervention by dialogic reading in both formats during individual sessions with the lead investigator. The final day of the study served as end of intervention data collection where the participants were asked the same 10 prompts as the initial session within both formats. Data revealed that dialogic reading served as a successful intervention and that preschool age students may perform print awareness tasks slightly better with printed books.
"]},{"key":"dc:format","label":"Dc Format","values":["application/PDF"]},{"key":"dc:source","label":"Dc Source","values":["Encompass Digital Archive: Online Theses and Dissertations"]},{"key":"dc:title","label":"Title","values":["An Examination Of Print Awareness When Using Electronic And Printed Books With Preschool-Aged Children"]}]}],"canonical_facts":{"dc:creator":["Taylor, Marissa"],"dc:description.abstract":["With growing numbers of online and electronic learning formats, it has become increasingly more crucial to consider literacy development and written language exposure in preschool-aged students. Emergent literacy, which includes print awareness, is a key element of future reading success. The following study aimed to examine children’s print awareness skills through dialogic reading using both printed and ebook formats. During this study, five participants were selected from a local, private preschool and participated in a weeklong study in which they were read to dialogically with specific prompts concerning print awareness skills for a one-on-one intervention. During the initial session, a series of 10 print awareness prompts were introduced and baseline data were collected based on the participants’ answers when given an ebook format and printed book format. The following days consisted of intervention by dialogic reading in both formats during individual sessions with the lead investigator. The final day of the study served as end of intervention data collection where the participants were asked the same 10 prompts as the initial session within both formats. Data revealed that dialogic reading served as a successful intervention and that preschool age students may perform print awareness tasks slightly better with printed books.
"],"dc:format":["application/PDF"],"dc:identifier":["https://encompass.eku.edu/etd/770"],"dc:publisher":["Encompass Digital Archive, Eastern Kentucky University"],"dc:rights":["Copyright 2022 Marissa Taylor"],"dc:source":["Encompass Digital Archive: Online Theses and Dissertations"],"dc:subject":["dialogic reading","early literacy","electronic book","emergent literacy","printed book","Early Childhood Education","Language and Literacy Education"],"dc:title":["An Examination Of Print Awareness When Using Electronic And Printed Books With Preschool-Aged Children"],"dc:type":["Master Thesis"],"thesis:degree_discipline":["Communication Sciences and Disorders"],"thesis:degree_level":["Master's"],"thesis:degree_name":["Master of Arts (MA)"],"thesis:institution_name":["Eastern Kentucky University"]},"updated_at":"2026-07-24T02:16:00Z"}