How Specific Design Features in E-Picture Books Support Preschoolers’ Emergent Reading: A Mixed-Methods Study

This mixed-methods study examines how specific design features (SDF) in e-picture books influence phonological awareness (PA) and print knowledge (PK) among Chinese preschoolers. Ninety 5-year-old children were assigned to three groups: an e-picture-book group, a paper-book group, and a regular-preschool-program control group. All participants completed pretests of PA and PK, followed by a four-week reading intervention and post-tests. The quantitative results showed that the e-picture-book group significantly outperformed the control group in terms of PA, whereas no statistically significant differences were found between the e-picture book and paper-book groups or across groups regarding PK. Qualitative analyses of observations and semi-structured interviews further revealed two key mechanisms through which design features, such as pronunciation support, playback functions, and interactive hotspots facilitated children’s sensitivity to sound structures. In contrast, features intended to support PK (e.g., highlighted print) showed limited effectiveness, partly due to insufficient salience and the visual complexity of Chinese characters. These findings suggest that e-picture books may support phonological development in Chinese preschoolers, particularly through auditory and interactive design features, although no significant advantage was observed compared to narrated paper-book reading. However, their impact on print knowledge appears to depend on the alignment between design features and the characteristics of the Chinese writing system. This study highlights the importance of optimizing print-referencing features and incorporating instructional support to enhance early literacy outcomes.