Understanding young children’s attitudes towards reading in relation to their digital literacy activities at home

Abstract

The effect of digital literacy practices upon young children's learning is a contentious and growing area for research and debate. Nowadays, children encounter many different types of texts through their everyday engagement with digital technologies. The study reported here investigated the relationships between 6 and 7-year-old children's home digital literacy practices, parental views about the use of technology and children's attitudes towards reading as perceived by the children and their parents. A total of 105 children and their parents, from two primary schools in Istanbul participated in this study. Parents completed a questionnaire about their views on the use of technology, their children's digital literacy experiences and their perceptions of their children's reading attitudes, while the children engaged in individual interviews. The results from this study indicate that children's attitudes towards reading are significantly related to both the frequency of their engagement in digital literacy activities in their homes and their parents' perception of their child's attitudes to reading. The findings suggest that parents can support children's enjoyment in reading by engaging in both digital and non-digital print experiences with their children.

Exploring the effects of gamification pedagogy on children’s reading: A mixed‐method study on academic performance, reading‐related mentality and behaviors, and sustainability

“…This proportion is much bigger than those of other types of apps, showing the popularity of digital technologies in children’s reading. As an effective intervention approach, digital technologies enable modern reading to be more light‐hearted and convenient, contributing to an increase in reading interest (Kucirkova & Flewitt, 2020; Ozturk & Ohi, 2018). Considering the fact that traditional print‐based reading faces a severe challenge in the digital age, publishers and authors of children’s literature now blur the boundary between reading and playing online game to galvanize youths to read print books once again (Bidarra, Fig ueiredo, & Natálio, 2015).…”

Attitudes of Czech College Students Toward Digital Literacy and Their Technical Aids in Times of COVID-19

“…The method and practice of wording and evaluating questions are based on international research [9], [25]. The survey method for assessing respondents' attitudes is also frequently used in education, and has therefore been selected in view of the quantitative nature of the research [26].…”

“…The first lines indicatively give the average values/medians of self-assessment in the given group, followed by the U test criterion for the Mann-Whitney test, W for the Wilcoxon test, Z criterion and the significance of these tests. The null hypothesis H0-2 is rejected at the indicated levels of significance for Use of a graphic editor (11), Software installation (16), Communication with authorities and institutions through electronic forms (26), Use of spreadsheet software (8), Telephoning over the internet (23), Use of a computer (desktop, laptop) (1). With respect to these areas, differences have been identified in terms of the subjective assessment of students' own skills, namely with regard to the specialization of the higher education institution.…”

“…See Table 5. The null hypothesis H0-3 is rejected at the indicated levels of significance for Communication with authorities and institutions through electronic forms (26), Use of spreadsheet software (8). With respect to these areas, differences have been identified in terms of the subjective assessment of students' own skills, namely with regard to the level of study which was researched on the level of bachelor and subsequent master study programmes.…”

Developing Cognitive Ability to Matching Numbers and Symbol Using a Combination of Models, Methods, and Media Learning

“…Digital technologies may bring positives things to the development of young learners, however parents should engage, communicate with their children about the use of digital technologies, and guide their children so that they can learn through digital technologies (Coppock & Gillett-Swan, 2016). Improving literacy skills for young learners, for example, can be done through digital technology (Ozturk & Ohi, 2018). Teaching story for young learners through e-book using digital technology is proven to have a positive impact on young learners' literacy skills and motivation (Reich, et al, 2019).…”