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June 11, 2026Early Childhood Education JournalOpen Access

Teaching Style and Storybook Format: Effects on Vocabulary Development and Story Comprehension in Young EAL Learners

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Authors

MSMarilena SavvaDurham UniversityNBNadin BeckmannNew College DurhamSHSteve HigginsDurham University

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Implication

Randomized trial examines vocabulary development and story comprehension in EAL children, suggesting teaching style is crucial.

Key Points

  • This research investigates how e-book and print book formats impact vocabulary and comprehension in young EAL learners, focusing on teaching styles.
  • Field experiment with 60 EAL children aged 3–7 years in Cyprus.
  • Children randomly assigned to four conditions based on book format (e-book vs. print) and teaching style (interactive vs. performance).
  • Four shared reading sessions with two storybooks, measuring receptive vocabulary, expressive vocabulary, and story comprehension.
  • Print books significantly outperformed e-books on explicit story comprehension.
  • Interactive teaching style enhanced expressive vocabulary and implicit story comprehension compared to performance style.
  • No significant interaction effects between book format and teaching style.

Cite This Study

Savva et al. (2026) studied this question.

synapsesocial.com/papers/6a2a508980c8f91e7f39d0c7https://doi.org/10.1007/s10643-026-02251-3
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Also Consider

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