Abstract To better understand the impact of using e-books on students’ reading outcomes, we conducted a meta-analysis of 14 studies with students in grades K–12 published between 2007 and 2018. Findings revealed an average effect size across all studies and reading outcomes of 0.9 that did not differ significantly from zero. There was also no statistically significant difference between e-book and non-e-book conditions on measures of reading comprehension. While these findings present preliminary evidence that e-books may be a viable alternative to traditional print books for supporting students’ reading comprehension development, reasons for interpreting these findings with caution are presented.

中文翻译：

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一项元分析检查电子书使用对 K-12 年级学生识字结果的影响

摘要 为了更好地了解使用电子书对学生阅读成果的影响，我们对 2007 年至 2018 年间发表的 K-12 年级学生的 14 项研究进行了元分析。结果显示所有研究和阅读的平均影响大小0.9 的结果与零没有显着差异。在阅读理解方面，电子书和非电子书条件之间也没有统计学上的显着差异。虽然这些发现提供了初步证据，表明电子书可能是支持学生阅读理解发展的传统印刷书籍的可行替代品，但提出了谨慎解释这些发现的原因。