Educational electronic book activity supports language retention among children at risk for learning disabilities

Shamir, Adina; Segal-Drori, Ora; Goren, Ilana

doi:10.1007/s10639-017-9653-7

Cited by 14 publications

(14 citation statements)

References 89 publications

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“…Since narrative content has to be construed, a great challenge for children is to make inferences about and remember the original story's plot. This cognitive effort is reflected in studies indicating that children's narrative retelling is related to individual differences in IQ and (socio-)cognitive development (Humphries et al, 2004;Genereux and McKeough, 2007;Nicolopoulou and Richner, 2007;Dore et al, 2018;Shamir et al, 2018). Our study attempted to address this issue, evaluating the linguistically encoded story components of narrative retellings as a function of differing media inputs, with additional consideration of children's IQ as an influential variable.…”

Section: Discussionmentioning

confidence: 99%

“…Little is known about the influence of IQ on narrative skills and elaboration. Children will naturally approach the telling of a narrative pre-furnished with varying individual assets or levels of ability and some researchers have touched upon this idea in their work with children with learning disabilities (Humphries et al, 2004;Stetter and Hughes, 2010;Shamir et al, 2018). In order to retell a story, a child must make inferences about and remember information about the original story's plot.…”

Section: Narrative Developmentmentioning

confidence: 99%

“…Here, we followed the hypothesis that children's retellings would demonstrate higher narrative elaboration and incorporate more narrative details if they had experienced the original story stimuli in a video format in contrast to a storybook format. In order to conduct our analyses, we combined our hypotheses with those reported in the literature that children's IQ is related to their performance on narrative retelling tasks (Humphries et al, 2004;Shamir et al, 2018).…”

Section: Dimensions Of Elaboration Under Medial Conditions and In Relmentioning

confidence: 99%

“…In order to retell a story, a child must make inferences about and remember information about the original story’s plot. To linguistically construe an event ( Nicolopoulou, 2019 ), a child must retain or conceive of relevant vocabulary and grammatical structures that appeared in or pertain to the original story ( Humphries et al, 2004 ; Shamir et al, 2018 ) without relying on implicitly shared knowledge. Because of this challenge, studies report that children’s early narratives are initially heavily dependent on scaffolding activities from more competent speakers before they develop strategies for recalling and providing more elaborate details about a story as well as producing a coherent and contextualised discourse unit without adult support ( Saywitz and Snyder, 1996 ; Saywitz et al, 1996 ; Kern and Quasthoff, 2005 ; Haden et al, 2009 ; Melzi et al, 2011 ; Quasthoff et al, 2017 ; Theobald, 2019 ).…”

Section: Introduction and Prior Workmentioning

confidence: 99%

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Children’s Narrative Elaboration After Reading a Storybook Versus Viewing a Video

et al. 2020

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Previous studies have found that narrative input conveyed through different media influences the structure and content of children's narrative retellings. Visual, televised narratives appear to elicit richer and more detailed narratives than traditional, orally transmitted storybook media. To extend this prior work and drawing from research on narrative elaboration, the current study's main goal was to identify the core plot component differences (the who, what, where, when, why, and how of a story) between children's retellings of televised versus traditional storybook narratives. However, because children also differ individually in their IQ, we further incorporated this variable into our analysis of children's narrative retellings. For our purpose, a novel coding schema was developed, following and extending the existing narrative elaboration approaches. Participants were 46 typically developing children aged 4-5 years from Germany. The current study incorporated two narrative input conditions to which children were randomly assigned: in the video condition, children watched a non-verbal, visually conveyed, televised story from a DVD; and in the book condition, children read the story with an adult and experienced an orally conveyed version in the form of a book with minimal accompanying pictures. In both conditions, the same story was conveyed. After including IQ as a covariate in our analyses, results show that the children from the video condition gave significantly more elaborated retellings, particularly across the who, what, and where (sub-)components. Differences between the conditions in the component when, how and why did not reach statistical significance. Our findings indicate that different media types entail differential cognitive processing demands of a story, resulting in type-specific memories and narratives. The effect of different medial conditions was significant and persisted when individual differences in cognitive development were considered. Consequences for children's development, education, and interaction with and within today's digital world are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Narrative Developmentmentioning

confidence: 99%

Section: Dimensions Of Elaboration Under Medial Conditions and In Relmentioning

confidence: 99%

Section: Introduction and Prior Workmentioning

confidence: 99%

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Children’s Narrative Elaboration After Reading a Storybook Versus Viewing a Video

et al. 2020

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“…Therefore, using everyday technological devices present in the classroom or at home, such as mobile phones (Ismaili & Ibrahimi, 2017 ) or digital books (Shamir et al, 2018 ), it is possible to transform texts into adapted audio or to turn contents into concept maps or images. These actions can support or reinforce learning for the entire group (Saladino et al, 2019 ), in line with the intention of the Universal Design for Learning (UDL) framework.…”

Section: Introductionmentioning

confidence: 99%

Future teachers facing the use of technology for inclusion: A view from the digital competence

et al. 2022

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Technologies provide a differential value to the training process, allowing for the generation of new environments, methodologies and resources that make it possible to attend to students in a more appropriate way. This potential is especially relevant in matters of inclusion, where technology is sometimes an indispensable element for learning. In this paper we explore the main advantages of the use of technology for the attention to diversity, taking into consideration the level of digital competence of future teachers and their perceptions regarding its use for the implementation of inclusive strategies. The results suggest that participants have an intermediate level of digital competence, with differences according to gender, age and degree. It is also remarkable that they perceive inclusion as one of the main challenges of the education system and that technology can contribute to making teaching practice more inclusive, allowing it to be adapted to specific needs and highlighting the importance of teacher training in both digital competence and inclusion as an educational principle.

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Metacognitive Intervention with e-Books to Promote Vocabulary and Story Comprehension Among Children at Risk for Learning Disabilities

Shamir

Dushnitzky

2019

Literacy Studies

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Educational electronic book activity supports language retention among children at risk for learning disabilities

Cited by 14 publications

References 89 publications

Children’s Narrative Elaboration After Reading a Storybook Versus Viewing a Video

Children’s Narrative Elaboration After Reading a Storybook Versus Viewing a Video

Future teachers facing the use of technology for inclusion: A view from the digital competence

Metacognitive Intervention with e-Books to Promote Vocabulary and Story Comprehension Among Children at Risk for Learning Disabilities

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