With the emergence of electronic media over the past two decades, young children have been found to have increased exposure to video games, computer-based activities, and electronic books (e-books). This study explores how exposure to animated ebooks impacts young children's literacy development. A stratified convenience sample (n = 24) was selected from four mixed-age classrooms at two sites: a Head Start center and a university learning center. Each site included one experimental classroom using both electronic books and traditional picture books and one control classroom using only traditional picture books. The authors noted children's increased use of new related vocabulary after multiple exposures to the books, whether participants were in the control or the experimental group. Children's comprehension scores also improved after multiple exposures to books in both groups. However, children's use of "book language," (that is, retelling with language patterns that mirror those used in the book's text) showed variations based on school site rather than control or experimental group. Researchers noted that in some cases, the e-books themselves seemed to mediate the children's interactions with the text similarly to the way adults facilitate interactions with traditional picture books. Overall, results suggest that animated electronic books have the potential to positively affect the literacy development of young children.