 New communication technologies are being developed and these changes affect not only literacy instruction but also our definition of literacy itself.  CD ROM storybooks contain options that support readers by allowing them to have the entire story read by the computer and have it pronounce difficult words.

 These features reduce the burden of decoding for the reader so more energy and attention can be applied toward processing meaning for comprehension.  One of the most important areas to study with regard to CD ROM storybooks is whether hypertext options lead to gains in comprehension and learning.

 Research was done to measure comprehension with oral retellings.  CD ROM storybooks aid comprehension by providing a multisensory reading experience.

 Participants were 2 nd grade students.  25 of the 94 students were receiving services from the school’s English- learning learner (ELL) program.  Because the study focused on independent reading support and prior knowledge were not primary components.

 Of the 94 2 nd graders, the delimited sample comprised of 25 males and 25 females.  All students who regularly attended their elementary school and been exposed to the use of computers primarily for skill building, since kindergarten.

 The researches gathered information on the reading level of individual students from their classroom teacher.  Student were categorized based on some reading level scores; low, medium, and high.  The categories helped ensure students would be reading text as close to their development.

 Traditional Print Texts › Books chosen were leveled using a classification system.  Electronic Tex › Disc Books were used as the electronic texts in this study

 All CD ROM storybooks contained pronunciations, graphics, sound effects, object labels and definitions that could be accessed with a click of the mouse.

 Each student read a traditional print text and a CD ROM storybook at their developmental reading.  Presentation of the two books used were alternated in their electronic and traditional print to control for any differenced in book difficulty. › Ex: Student 1 read Electronic Book 1 and Traditional Book 2. Student 2 read Electronic book 2 and Traditional Book 1.

 Reading of Traditional Print Test › The title was discussed before hand › Students were told that they would have to read the story and retell it. › No prompts were given during the retelling that assisted students with content.  Reading of Electronic Text › Students were asked how experienced they were with a computer. › A demonstration was presented on how one click of the mouse can provide pronunciation, and how highlighting words can enable them to hear sentences or phrases. › The same pattern of procedures from Reading Traditional Text were used.

 The data was collected over a period of 20 days.  Each session lasted about 15 to 30 minutes, and field notes were taken to record students’ behavior.  Student retellings were audio taped for later scoring.

 Some samples showed mean retelling scores were significally higher for students after reading electronic texts.  Students were more engaged when reading CD ROM storybooks. › Their attention remained on the CD ROM storybook, staying more focused on the text.  This ability of CD ROM storybooks to provide context may have aided students in understanding the setting of the story.  45 of the students discussed the setting of the story after reading CD ROM storybooks while only 28 mentioned the setting after reading the traditional text.

 Beginning readers or students that are struggling with developing reading skills may benefit from having unknown words immediately pronounced for them by computing.  The Discs books used in this study provided not only word pronunciations but also contextual definitions.  Many students would request and repeat the computer pronunciation of words or phrases several times before continuing reading.

 Students were asked if they had access to a computer outside of school prior to reading the CD ROM storybooks.  Because students had been placed in the reading groups of high, medium, and low; it was cautious to determine if access to a computer outside of school affected the mean oral retelling scores.

 Evidence from this study indicates that interactive, CD ROM storybooks may facilitate reading comprehension for 2 nd grade students who are struggling with developing reading skills and strategies.  The interactive nature of the CD ROM storybooks affords students more control over their learning environment.  The support offered by the multisensory features of CD ROM storybooks has the potential to enhance comprehension for students who are struggling with acquiring the skills necessary for the reading process.

Pearman, Cathy J. “Independent reading of CD ROM storybooks: measuring comprehension with oral reading experience. (Report).” The Reading Teacher 61.8 (May 2008): 594(4). Academic

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