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	(2017), (19 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.1007/s11145-017-9750-4
Schlagwörter	Oral Language; Story Reading; Low Income Groups; Disadvantaged Youth; Preschool Education; Comparative Analysis; Reading Aloud to Others; Vocabulary Skills; Listening Comprehension; Task Analysis; Information Technology; Teaching Methods; Prediction; Preschool Children; Emergent Literacy; Intelligence Tests; Verbal Ability; Story Grammar; Readability Formulas; Research Assistants; Audio Equipment; Peabody Picture Vocabulary Test; Flesch Reading Ease Formula + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Benachteiligter Jugendlicher; Pre-school education; Vorschulerziehung; Aktiver Wortschatz; Hörverständnis; Aufgabenanalyse; Informationstechnologie; Teaching method; Lehrmethode; Unterrichtsmethode; Vorhersage; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Frühleseunterricht; Intelligence test; Intelligenztest; Mündliche Leistung; Forschungspersonal; Audio-CD
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. [This is the online version of an article published in "Reading and Writing." For the final published version of this article, see EJ1152804.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01