Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
4931265 | International Journal of Child-Computer Interaction | 2017 | 24 Pages |
Abstract
Shared reading interactions with electronic books (ebooks) versus paper books were compared, using a randomized controlled crossover design. The ebooks were designed to encourage an interactive reading style by the adult reader and to highlight text-meaning correspondences for the child participants. Twenty-eight children from kindergarten classes situated in a low income community participated in the study, sharing books with an adult reader. Each child shared the same paper book three times in a single week and an ebook three times in a second week, with story and book presented in counterbalanced order. At the end of each week the child's learning with respect to story comprehension and emergent literacy was assessed by research personnel. All outcomes were significantly related to the child's letter knowledge. However, emergent literacy knowledge was greatest in the ebook condition compared to the print book condition, especially for those children with poor letter knowledge. Therefore, ebooks designed to facilitate supportive adult reading strategies may improve emergent literacy skills, especially in children with deficient skills at school entry.
Related Topics
Physical Sciences and Engineering
Computer Science
Human-Computer Interaction
Authors
Susan Rvachew, Kathrin Rees, Elizabeth Carolan, Aparna Nadig,