Not unlike a growing number of other current researchers, including new work by the developmental psychologists Kathy Hirsh-Pasek22 and Roberta Golinkoff, they found that multiplying distractions within the enhanced e-books often as not impeded comprehension: “The highly enhanced e-book often distracted23 beginning readers from the story narrative. . . . In short too many bells and whistles attached to otherwise engaging technologies were not helpful to building stronger reading skills.”
