By the numbers: a quantitative content analysis of children's picturebooks

Wagner, Laura

doi:10.3389/fpsyg.2013.00850

Cited by 15 publications

(15 citation statements)

References 15 publications

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“…Following the initial section, participants saw one screen for each of 100 books from the set described in Wagner (2013) (and see Experiment 1 for more details). The order of the books was randomized for each participant.…”

Section: Methodsmentioning

confidence: 99%

“…The set of picturebooks that were judged by parents in Experiment 2 consisted of 87 books drawn from the set that is part of an extended program of content analysis (see Wagner, 2013). The books in the complete set were created as a curated set in 2011 with the intention of getting a wide variety of books that truly reflected children's reading experiences.…”

Section: Experiments 1: Content Analysis Of Picturebooksmentioning

confidence: 99%

“…The current work considers an aspect of picturebooks that has received less scholarly attention, specifically, what determines which picturebooks people like ? It draws on the coded sample of books described in Wagner (2013) and asks if there are characteristic features of the books that parents like and/or believe that their children like.…”

Section: Introductionmentioning

confidence: 99%

“…First, a content analysis was conducted on a set of picturebooks ( N = 87) drawn from the sample described in Wagner (2013); Then, parents ( N = 149) rated the books and several content properties were examined for their ability to predict parents' preferences and their perception of their children's preferences. The initial content analysis found correlated clusters of disparate measures of complexity (linguistic, cognitive, narrative) and identified a distinctive sub-genre of modern books featuring female protagonists.…”

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confidence: 99%

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Factors Influencing Parents' Preferences and Parents' Perceptions of Child Preferences of Picturebooks

Wagner

2017

Front. Psychol.

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This study examined factors influencing parents' preferences and their perceptions of their children's preferences for picturebooks. First, a content analysis was conducted on a set of picturebooks (N = 87) drawn from the sample described in Wagner (2013); Then, parents (N = 149) rated the books and several content properties were examined for their ability to predict parents' preferences and their perception of their children's preferences. The initial content analysis found correlated clusters of disparate measures of complexity (linguistic, cognitive, narrative) and identified a distinctive sub-genre of modern books featuring female protagonists. The experimental preference analysis found that parents' own preferences were most influenced by the books' age and status; parents' perceptions of their children's preferences were influenced by gender, with parents perceiving their sons (but not daughters) as dis-preferring books with female protagnoists. In addition, influences of the child's reading ability and the linguistic complexity of the book on preferences suggested a sensitivity to the cultural practice of joint book-reading.

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Section: Methodsmentioning

confidence: 99%

Section: Experiments 1: Content Analysis Of Picturebooksmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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confidence: 99%

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Factors Influencing Parents' Preferences and Parents' Perceptions of Child Preferences of Picturebooks

Wagner

2017

Front. Psychol.

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“…Preliterate children rely on illustrations to help them make sense of the story content (for a review, see Wagner, 2013). Specifically, in an eye-tracking study, Justice, Skibbe, Canning, and Lankford (2005) found that 4-year-old preschool children looked longer at the illustrations than the print that accompanied complicated texts, indicating that even with some emerging print awareness, children look primarily at illustrations.…”

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confidence: 99%

Two sides to every story: Children learn words better from one storybook page at a time

Flack

Horst

2017

Infant and Child Development

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Two experiments tested how the number of illustrations in storybooks influences 3.5‐year‐old children's word learning from shared reading. In Experiment 1, children encountered stories with two regular‐sized A4 illustrations, one regular‐sized A4 illustration, or one large‐sized A3 illustration (in the control group) per spread. Children learned significantly fewer words when they had to find the referent within two illustrations presented at the same time. In Experiment 2, a gesture was added to guide children's attention to the correct page in the 2‐illustration condition. Children who saw two illustrations with a guiding gesture learned words as well as children who had seen only one illustration per spread. Results are discussed in terms of the cognitive load of word learning from storybooks. Highlights This study demonstrates that the number of illustrations in storybooks influences rate of word learning. Children who see only 1 illustration at a time learn more words from storybooks. Children who see 2 illustrations at a time do not learn words from storybooks. When a supporting gesture is added, children can learn words in the presence of 2 illustrations. Extraneous information hinders word learning from storybooks.

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The influence of book sub-genre on parent-child reading interactions

Henkaline

Wagner

2020

Cognitive Development

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By the numbers: a quantitative content analysis of children's picturebooks

Cited by 15 publications

References 15 publications

Factors Influencing Parents' Preferences and Parents' Perceptions of Child Preferences of Picturebooks

Factors Influencing Parents' Preferences and Parents' Perceptions of Child Preferences of Picturebooks

Two sides to every story: Children learn words better from one storybook page at a time

The influence of book sub-genre on parent-child reading interactions

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