Glenda Revelle
ABSTRACT
Research shows that dialogic reading (adults and children engaging in conversation about the book they are reading) facilitates young children's language and vocabulary development and success in learning to read. A growing body of research suggests that parent-child dyads engage in less dialogic reading with e-books than with traditional paper books. Previous researchers have suggested this effect may be due to interactive features such as animations and games distracting children from the storyline, or that voice-over narration may compete with parent verbalization. The current study is the first to test this explanation directly, by comparing parent-child reading of a "feature-free" e-book with reading a paper book. Results showed that even "plain" e-books with severely limited interactive features led to less parent-child conversation about book content than reading with paper books. It is critical that these results inform parents, educators, developers, and the research community with regard to policy and practice for young children's media use.
- Brown, W. H., Odom, S. L., & Holcombe, A. (1996). Observational assessment of young children's social behavior with peers. Early Childhood Research Quarterly, 11(1), 19--40.Google Scholar
Cross Ref
- Bus, A. G. (2001). Joint caregiver-child storybook reading: A route to literacy development. Handbook of Early Literacy Research, 1, 179--191.Google Scholar
- De Jong, M. T., & Bus, A. G. (2003). How well suited are electronic books to supporting literacy? Journal of Early Childhood Literacy, 3(2), 147--164.Google ScholarCross Ref
- Eagle, S. (2012). Learning in the early years: Social interactions around picture books, puzzles and digital technologies. Computers & Education, 59(1), 38--49. Google ScholarDigital Library
- Fisch, S. M., Shulman, J. S., Akerman, A., & Levin, G. A. (2002). Reading between the pixels: Parent-child interaction while reading online storybooks. Early Education and Development, 13(4), 435--451.Google ScholarCross Ref
- Fletcher, K. L., & Reese, E. (2005). Picture book reading with young children: A conceptual framework. Developmental review, 25(1), 64--103.Google Scholar
- Francis, D., Shaywitz, S., Stuebing, K., Shaywitz, B., Fletcher, J. Developmental lag versus deficit models of reading disability: A longitudinal, individual growth curves analysis. Journal of Educational Psychology. (1996, 88), pp. 3--17..Google Scholar
- Hart, B., & Risley, T. Meaningful differences in the everyday experience of young American children. (Paul H. Brookes, Baltimore, MD, 1995).Google Scholar
- Hart, B., & Risley, T. The early catastrophe: The 30 million word gap. American Educator. (2003, 27.1), pp. 4--9.Google Scholar
- Hayes, A. F., & Krippendorff, K. (2007). Answering the call for a standard reliability measure for coding data. Communication Methods and Measures, 1(1), 7789.Google ScholarCross Ref
- Juel C. (1988). Learning to Read and Write: A Longitudinal Study of 54 Children from First through Fourth Grades. Journal of Educational Psychology 80:437--44.Google ScholarCross Ref
- Kim, J. E., & Anderson, J. (2008). Mother--child shared reading with print and digital texts. Journal of Early Childhood Literacy, 8, 213--245.Google ScholarCross Ref
- Korat, O., & Or, T. (2010). How New Technology Influences Parent-Child Interaction: The Case of ebook Reading. First Language, 30(2), 139--154.Google ScholarCross Ref
- Korat, O., & Shamir, A. (2007). Electronic books versus adult readers: Effects on children's emergent literacy as a function of social class. Journal of Computer Assisted Learning, 23(3), 248--259.Google ScholarCross Ref
- Korat, O., & Shamir, A. (2012). Direct and indirect teaching: Using e-books for supporting vocabulary, word reading, and story comprehension for young children. Journal of Educational Computing Research, 46(2), 135--152.Google ScholarCross Ref
- Lauricella, A. R., Barr, R., & Calvert, S. L. (2014). Parent--child interactions during traditional and computer storybook reading for children's comprehension: implications for electronic storybook design. International Journal of Child-Computer Interaction, 2(1), 17--25. Google ScholarDigital Library
- Mol, S. E., & Bus, A. G. (2011). To read or not to read: a meta-analysis of print exposure from infancy to early adulthood. Psychological bulletin, 137(2), 267.Google Scholar
- Mol, S. E., Bus, A. G., de Jong, M. T., & Smeets, D. J. (2008). Added value of dialogic parent--child book readings: A meta-analysis. Early Education and Development, 19(1), 7--26.Google ScholarCross Ref
- Moody, A. K., Justice, L. M., & Cabell, S. Q. (2010). Electronic versus traditional storybooks: Relative influence on preschool children's engagement and communication. Journal of Early Childhood Literacy, 10(3), 294--313.Google ScholarCross Ref
- Morgan, P. L., & Meier, C. R. (2008). Dialogic reading's potential to improve children's emergent literacy skills and behavior. Preventing School Failure: Alternative Education for Children and Youth, 52(4), 11--16.Google ScholarCross Ref
- Neuman, S., D. Celano, D. Access to print in low income and middle-income communities. Reading Research Quarterly. (2001, 36), pp. 8--26.Google Scholar
- Parish-Morris, J., Mahajan, N., Hirsh-Pasek, K., Golinkoff, R. M., & Collins, M. F. (2013). Once upon a time: parent--child dialogue and storybook reading in the electronic era. Mind, Brain, and Education, 7(3), 200--211.Google ScholarCross Ref
- Sato, C. J. (1990). The syntax of conversation in interlanguage development (Vol. 11). Gunter Narr Verlag.Google Scholar
- Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. National Academies Press.Google Scholar
- Trushell, J. & Maitland, A. (2005). Primary pupils' recall of interactive storybooks on CD-ROM: Inconsiderate interactive features and forgetting. British Journal of Educational Technology, 36, 57--66.Google ScholarCross Ref
- Trushell, J., Burrell, C., & Maitland, A. (2001). Year 5 pupils reading an interactive storybook on CD-ROM: Losing the plot? British Journal of Educational Technology, 32, 389--401.Google ScholarCross Ref
- Whitehurst, G. J., Falco, F. L., Lonigan, C. J., Fischel, J. E., DeBaryshe, B. D., Valdez-Menchaca, M. C., & Caulfield, M. (1988). Accelerating language development through picture book reading. Developmental Psychology, 24(4), 552--559.Google ScholarCross Ref
Index Terms
- Parent-Child Dialogue with eBooks
Recommendations
How Parents Engage Children in Tablet-Based Reading Experiences: An Exploration of Haptic Feedback
CSCW '17: Proceedings of the 2017 ACM Conference on Computer Supported Cooperative Work and Social ComputingWhile recent work examines parents and children reading together on tablet computers, the ways in which interactive elements within e-books affect parent-child interaction are not well understood. We examine haptic feedback as a new form of e-book ...
Tangible interaction in parent-child collaboration: encouraging awareness and reflection
IDC '18: Proceedings of the 17th ACM Conference on Interaction Design and ChildrenParent-child interaction during a collaborative activity can empower children if parents are able to envision their child's mental state and regulate their behavior. However, this ability is a great challenge for many parents. We designed a simple ...
Parent and child problematic media use: The role of maternal postpartum depression and dysfunctional parent-child interactions in young children
AbstractProblematic media use, or media use that interferes with daily functioning, is most often studied in adolescent or young adult age groups. Less research has examined problematic media use within the family system, among parents and ...
Highlights- Problematic media use is seen in children as young as 3–4 years old and in their parents.
Comments