전자책 읽기 활동이 초등학생의 읽기 태도 및 읽기 능력에 미치는 영향 = The Effects of E-Book Reading Activities on Elementary School Students’ Reading Attitudes and Abilities

다국어 초록 (Multilingual Abstract)

This study investigated the effects of e-book reading on elementary school students' reading attitudes and abilities. Specifically, it addressed two research questions: (1) Does e-book reading foster more positive reading attitudes among elementary students? (2) Do significant differences occur in students’ reading abilities depending on whether they read e-books or paper books? To answer these questions, two third-grade classes were each assigned to an experimental group (e-book reading) or a control group (paper book reading). Over six-weeks, students engaged in medium-specific reading activities after which changes in their reading attitudes and abilities were examined. Findings demonstrated that e-book reading fostered positive reading attitudes, particularly through the self-selective features of digital platforms. Notably, e-book reading was especially effective in improving the attitudes of students with low initial levels of reading motivation. No statistically significant differences were observed between the two groups in overall reading ability. However, the e-book group exhibited slower reading speed, while the paper book group demonstrated significantly higher levels of inferential comprehension. These results suggest that e-book and paper book reading each possess distinctive strengths. Accordingly, complementary use of both media, tailored to specific reading purposes and learner needs, is recommended. The study also highlights the importance of sustained exposure to self-directed reading for cultivating positive reading habits in elementary students. The findings call for active engagement and collaboration among stakeholders to improve children’s reading environments.
Limitations of the study include a relatively small sample size and the lack of in-depth analyses of cognitive processes during reading. Future research should examine long-term changes in reading attitudes and explore differences in reading abilities through more comprehensive, extended approaches.