Content Not Form Predicts Oral Language Comprehension: The Influence of the Medium on Preschoolers' Story Understanding

Autor/inn/en	Neuman, Susan B.; Wong, Kevin M.; Kaefer, Tanya
Titel	Content Not Form Predicts Oral Language Comprehension: The Influence of the Medium on Preschoolers' Story Understanding
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 30 (2017) 8, S.1753-1771 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-017-9750-4
Schlagwörter	Reading Comprehension; Statistical Analysis; Preschool Education; Disadvantaged Youth; Oral Language; Language Processing; Preschool Children; Story Reading; Reading Aloud to Others; Evaluators; Task Analysis; Vocabulary Skills; Reading Motivation; Check Lists; Educational Technology; Teaching Methods; Technology Uses in Education + Suchen Sie Ihr Suchwort? Leseverstehen; Statistische Analyse; Pre-school education; Vorschulerziehung; Benachteiligter Jugendlicher; Oral interpretation; Mündlicher Sprachgebrauch; Sprachverarbeitung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Aufgabenanalyse; Aktiver Wortschatz; Lesemotivation; Checkliste; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	The purpose of this study was to investigate the influence of digital and non-digital storybooks on low-income preschoolers' oral language comprehension. Employing a within-subject design on 38 four-year-olds from a Head Start program, we compared the effect of medium on preschoolers' target words and comprehension of stories. Four digital storybooks were adapted and printed for read-alouds. Children were randomly read two stories on the digital platform, and two by the assessors. Following the story, children completed vocabulary and comprehension tasks, and a brief motivation checklist. We found no significant differences across medium; children comprehended equally well regardless of whether the story was read digitally or in person. However, using repeated ANOVA measures, we found a significant main effect of the story read. This research indicates that the content of the book rather than its form predicts story comprehension. Implications for using digital media in the preschool years are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01