Exploring Children’s Reading Comprehension and engagement of Print and Ebooks in Kumasi

Children’s Reading Comprehension and Engagement

Abstract

Children born in the digital era are exposed to a variety of digital devices, including computers and portable devices. Consequently, children’s books are now in print and digital formats and on various electronic devices, giving young readers multiple platforms to engage with. It is, therefore, important to examine how young readers engage with and comprehend content in both formats. This study adopted a mixed-methods observational study with a convergent design, combining qualitative classroom observation with quantitative assessment of reading comprehension and engagement of content in print and electronic books. Thirty-two Primary 4 pupils from four basic schools in Kumasi, Ghana, were randomly selected, with eight pupils from each school participating in the study. The findings reveal that students demonstrated better reading comprehension and higher engagement when using print books compared to eBooks. This may be attributed to their greater familiarity with print materials, as print books are more commonly used in their educational environments. The study makes a case for the continuous use of print books in education in Ghana and not replacing them completely with eBooks; at best, both must coexist. The results accentuate the importance of tailoring reading materials and using the appropriate format to cater for the needs of students, while offering valuable guidance for educators and researchers in enhancing literacy experiences.