The Parent Advantage in Fostering Children's E-Book Comprehension

Autor/inn/en	Dore, Rebecca A.; Hassinger-Das, Brenna; Brezack, Natalie; Valladares, Tara L.; Paller, Alexis; Vu, Lien; Golinkoff, Roberta Michnick; Hirsh-Pasek, Kathy
Titel	The Parent Advantage in Fostering Children's E-Book Comprehension
Quelle	44 (2018), S.24-33 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
Schlagwörter	Parent Participation; Reading Aloud to Others; Parent Child Relationship; Electronic Publishing; Books; Reading Comprehension; Preschool Children; Audio Equipment; Narration; Independent Reading; Electronic Learning; Recall (Psychology); Questionnaires; Coding; Likert Scales + Suchen Sie Ihr Suchwort? Elternmitwirkung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Elektronisches Publizieren; Book; Buch; Monographie; Monografie; Leseverstehen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Audio-CD; Freies Lesen; Abberufung; Fragebogen; Codierung; Programmierung; Likert-Skala
Abstract	One potential advantage of e-books is that unlike traditional books, preschoolers can read independent of an adult by using the audio narration feature. However, little research has investigated whether children comprehend a story's content after using an e-book with audio narration. The current study compares preschoolers' comprehension of an e-book in three conditions: (1) parent reading, in which parents read the e-book to their children, (2) independent with audio, in which children see the e-book independently with audio narration, and (3) independent without audio, in which children see the e-book independently but do not have audio narration available. Our results suggest that children comprehend some content from e-books using audio narration, indicating that using e-books independently may be a worthwhile activity for preliterate children while caregivers are otherwise occupied. However, results also show that children recall the most information about the e-book after reading with a parent. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01