Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
4938184 | Early Childhood Research Quarterly | 2017 | 12 Pages |
Abstract
Preschoolers' behavior was examined over repeated sessions when interacting with one of two types of alphabet books - traditional alphabet books in paper format or interactive alphabet books in an eBook format - to determine the extent to which each type of book elicited behavior relating to alphabet knowledge. Data are reported from 63 3 and 4-year-old children who were assessed on letter knowledge and phonemic awareness. They were randomly assigned to conditions in which they used either paper books representing a variety of text and illustration styles, or eBooks representing a variety of audio and interactive features. Orientation to the books and letter-related behaviors in independent reading were coded in 16 sessions occurring over 8 weeks, and summarized across 2-week blocks. Children in the eBook condition spent more time oriented to the books. However, they generally engaged in less letter-related behavior (saying letter names, saying object names). In half of the observations they activated object hotspots. Moreover, their overall letter-related behavior declined over sessions. Implications for parents, educators and publishers are discussed.
Keywords
Related Topics
Social Sciences and Humanities
Psychology
Applied Psychology
Authors
Mary Ann Evans, Sarah Nowak, Brittany Burek, David Willoughby,