The parent advantage in fostering children's e-book comprehension

Dore, Rebecca A.; Hassinger‐Das, Brenna; Brezack, Natalie; Valladares, Tara L.; Paller, Alexis; Vu, Lien; Golinkoff, Roberta Michnick; Hirsh‐Pasek, Kathy

doi:10.1016/j.ecresq.2018.02.002

Cited by 72 publications

(69 citation statements)

References 29 publications

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“…These findings deviate from earlier studies comparing e-books and print books, which found more parent-child discussion about the digital platform than story when comparing reading on e-books and print books (e.g., Chiong et al, 2012;Lauricella et al, 2014;Parish-Morris et al, 2013;Revelle & Bowman, 2017). Importantly, our study and others do not find device novelty alone to explain these patterns (e.g., Dore et al, 2018;O'Toole & Kannass, 2018). In considering the educational affordances of e-books, it is possible that these verbal outputs during reading, even about the device, could benefit language development.…”

Section: Attention and Enjoymentcontrasting

confidence: 99%

Digital or Print? A Comparison of Preschoolers’ Comprehension, Vocabulary, and Engagement From a Print Book and an e-Book

Reich

Yau

et al. 2019

AERA Open

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Increasingly, children are engaging in early literacy experiences through digital devices. This raises questions about how electronic reading compares to print reading. To assess this, we randomly assigned 200 children (3–5 years) to be read the same book (1) with auto-narration on a tablet or 2) by a researcher from a print book. Reading was recorded and coded for behavioral and emotional engagement and vocalizations. Children were also tested on their story comprehension and vocabulary. Children had slightly higher posttest scores in the print condition. Older children and females also scored higher. There was an interaction between weekly tablet use and book platform. Children were equally engaged with the e-book and print book, but vocalized more about the device in the e-book condition. Findings suggest that e-books offer many of the same, but not all, of the educational affordance as print books. Additionally, novelty might be important in supporting comprehension.

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Section: Attention and Enjoymentcontrasting

confidence: 99%

Digital or Print? A Comparison of Preschoolers’ Comprehension, Vocabulary, and Engagement From a Print Book and an e-Book

Reich

Yau

et al. 2019

AERA Open

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“…Hasil penelitian tersebut tidak menjelaskan secara detail fiturfitur e-book yang dikembangkan seperti materi ajar dan tes/penilaian pembelajaran. Mengingat pentingnya bahan ajar yang relevan dan mudah diakses siswa (Dore et al, 2018), maka perlu pengembangan modul elektronik yang bisa dipelajari secara mandiri sebagai suplemen pembelajaran pada mata pelajaran matematika di kelas. Modul ini dirancang dengan dilengkapi dengan materi yang disusun secara sismatis dengan memperhatikan ketercapaian pemahaman tiap kegiatan belajar.…”

Section: |150unclassified

Pengembangan Modul Quick Math Berbasis Mobile Learning sebagai Penunjang Pembelajaran Matematika di SMA

2019

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[Title: Development of Quick Math Module Based on Mobile Learning as a Support for Mathematics Learning in High School]. Learning resources is a very important component of the learning process. One of the learning resources that can be utilized independently is the module. The purpose of this research is to develop the Quick Math module and evaluate the feasibility of the module. The development model used is the ADDIE model namely analysis, design, development, implementation and evaluation. The subject in this study was 15 students consisting of low, moderate and high-performance level and 6 teachers at SMA Negeri 2 Kota Serang. The instruments used to collect data in this research consist of expert validation questionnaire (content and media), Teacher and student response questionnaire. Based on data analysis results, obtained the score of the content material about 86.4% with a very feasible category, media experts about 88% with very feasible category, teacher response of 92% with very good category and student response of 88.39% with the very good category. Based on the data analysis it can be concluded that the Quick Math module is developed feasible to be used as a learning resource in accordance with the demands of the 2013 curriculum. This app makes it easy for students to access flexible learning resources wherever and whenever

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“…This is presumably due to the fact that parents, who have intimate ties with their children within the attachment relationship, have a significant influence on children's learning and development. In addition, social interaction with parents during picture book reading such as asking, answering, and paying attention to attention (i.e., joint attention) deepens children's understanding of the content and promote their interest in the picture books [23,24].…”

Section: Introductionmentioning

confidence: 99%

“…Previous studies have revealed that the influence of parent-child interaction is greater than that of digital device use in the case of first language learning. One study comparing the effect of a parent reading a book and a digital device narrating a story reported that children learned best when their parent read to them [24]. This may be due to the fact that reading by parents itself implies that the content is important and allows more attention of children [24].…”

Section: Introductionmentioning

confidence: 99%

Children’s Interest in Learning English Through Picture Books in an EFL Context: The Effects of Parent–Child Interaction and Digital Pen Use

2020

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In recent years, the ways in which to read English picture books to young children has become diverse in English as a foreign language (EFL) context. The present study examined the effect of parent-child interactions and digital pen use during English picture book reading in the child’s interest in learning English. A total of 320 Korean mothers of three to five year old preschool children participated in the study. The results revealed the following. First, children’s interest in learning English was higher when they used digital pens and engaged in frequent parent-child interactions during English picture book reading. Second, parent-child interaction was a more significant variable in children’s interest in learning English compared to digital pen use. Third, the moderator effect of digital pen use in the relation between parent-children interaction and children’s interest in learning English was insignificant. In other words, parent-child interaction was important in increasing children’s interest in learning English, regardless of digital pen use. While rapid advances in technology enhanced teaching pedagogy, parent-child interaction in foreign language learning still remains as a crucial factor. Further implications and future directions are discussed.

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The parent advantage in fostering children's e-book comprehension

Cited by 72 publications

References 29 publications

Digital or Print? A Comparison of Preschoolers’ Comprehension, Vocabulary, and Engagement From a Print Book and an e-Book

Digital or Print? A Comparison of Preschoolers’ Comprehension, Vocabulary, and Engagement From a Print Book and an e-Book

Pengembangan Modul Quick Math Berbasis Mobile Learning sebagai Penunjang Pembelajaran Matematika di SMA

Children’s Interest in Learning English Through Picture Books in an EFL Context: The Effects of Parent–Child Interaction and Digital Pen Use

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