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De Jong, M.T. & Bus, A.G. (2002). Quality of book-reading matters for emergent readers: An experiment with the same book in a regular or electronic format. Journal of Educational Psychology, 94, 1, 145-155.
De Jong, M.T. & Bus, A.G. (2004). The efficacy of electronic books in fostering kindergarten children’s emergent story understanding. Reading Research Quarterly, 39, 378-393.
Furenes, M.I., Kucirkova, N., & Bus, A.G. (2021). A Comparison of Children’s Reading on Paper Versus Screen: A Meta-Analysis. Review of Educational Research, 91, 4, 483–517.
Segal-Drori, O., Korat, O., Shamir, A., & Klein, P.S. (2010). Reading electronic and printed books with and without adult instruction: Effects on emergent reading. Reading and Writing, 23, 8, 913-930.
Smeets, D.J.H. (2012). Storybook apps as a tool for early literacy development. Leiden: Proefschrift Universiteit Leiden.
Stiftung Lesen (2012). Study on Reading Aloud 2012: Reading aloud using picture book and children’s book apps. Mainz: Stiftung Lesen.
Takacs, Z.K., Swart, E.K. & Bus, A.G. (2015). Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks: A Meta-Analysis.
Verhallen, M.J.A.J., Bus, A.G. & De Jong, M. (2004). Elektronische boeken in de vroegschoolse educatie. Amsterdam: Stichting Lezen.