Exploring the effects of talking book software in UK primary classrooms

This paper reports on an exploratory study concerning the effectiveness of specific design features in talking book software. Talking book software has the potential to complement current approaches to literacy instruction. In addition to common features such as word pronunciations, the implementation included sub-syllabic word pronunciations, hints to encourage independent word identification and activities to reinforce specific reading skills. Two versions of the software were compared using both qualitative and quantitative methodologies. One software version had minimal functionality (‘Basic’) and the other incorporated all design features (‘Enhanced’). Each version of the software was used daily for a period of four weeks by 16 children, aged 5 to 6 years. The findings of the study were complex due to variations in learner preferences and reading abilities. Nevertheless, it seems that electronic books can complement teaching approaches in infant classrooms and can positively affect both cognitive and affective learning outcomes. It is evident that children beginning to recognise words can benefit from common features alone. Those children using the Enhanced software who had already acquired a limited sight vocabulary can benefit from exposure to reinforcement activities. Children with more advanced reading skills may benefit from hints to support independent word identification.