Their Teacher Can't Be an App: Preschoolers' Listening Comprehension of Digital Storybooks

Autor/in	Paciga, Kathleen A.
Titel	Their Teacher Can't Be an App: Preschoolers' Listening Comprehension of Digital Storybooks
Quelle	In: Journal of Early Childhood Literacy, 15 (2015) 4, S.473-509 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-7984
DOI	10.1177/1468798414552510
Schlagwörter	Preschool Children; Listening Comprehension; Story Reading; Picture Books; Electronic Publishing; Computer Uses in Education; At Risk Students; Reading Failure; Predictor Variables; Multimedia Materials; Urban Schools; Scores; Statistical Analysis; Correlation; Multiple Regression Analysis; Verbal Ability; Intelligence Tests; Vocabulary; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Hörverständnis; Picture book; Bilderbuch; Elektronisches Publizieren; Computernutzung; Reading disability; Reading weakness; Leseschwäche; Prädiktor; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Statistische Analyse; Korrelation; Mündliche Leistung; Intelligence test; Intelligenztest; Wortschatz
Abstract	This study sought to determine the relationship among student- and task-level variables at play in the digital storybook listening experiences of 130 English-speaking preschoolers at risk of reading failure. Specifically, this study investigated the relationship among the (1) features of computer-based electronic storybooks, (2) preschoolers' competency in the task environment, and (3) preschoolers' background knowledge with respect to listening comprehension outcomes following a single digital storybook listening experience. The results indicate significant and strong relationships among the three variables under investigation and their consequent understanding of the digital storybook (i.e. explicit and implicit/inferential content related to the plot). The preschoolers' topic knowledge was the best predictor of comprehension. In addition, the interaction between the features of the e-book and the preschoolers' competency in the task environment also significantly predicted the outcome. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01