Effective Coviewing: Preschoolers' Learning from Video after a Dialogic Questioning Intervention

Autor/inn/en	Strouse, Gabrielle A.; O'Doherty, Katherine; Troseth, Georgene L.
Titel	Effective Coviewing: Preschoolers' Learning from Video after a Dialogic Questioning Intervention
Quelle	In: Developmental Psychology, 49 (2013) 12, S.2368-2382 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0032463
Schlagwörter	Preschool Children; Learning; Video Technology; Intervention; Questioning Techniques; Parents; Attention; Instructional Effectiveness; Television Viewing; Educational Television; Comprehension; Vocabulary; Expressive Language; Pretests Posttests; Expressive One Word 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; Lernen; Befragungstechnik; Fragetechnik; Eltern; Aufmerksamkeit; Unterrichtserfolg; Fernsehkonsum; Bildungsfernsehen; Schulfernsehen; Verstehen; Verständnis; Wortschatz
Abstract	Young preschoolers rapidly acquire new information from social partners but do not learn efficiently from people on video. We trained parents to use Whitehurst's "dialogic reading" questioning techniques while watching educational television with their children. Eighty-one parents coviewed storybook videos with their 3-year-old children in 1 of 4 conditions: dialogic questioning (pause, ask questions, and encourage children to tell parts of the story), directed attention (pause and comment but do not ask questions), dialogic actress (show the videos with dialogic questioning by an on-screen actress embedded in them), or no intervention (show the videos as usual). After 4 weeks, children in the dialogic questioning group scored higher than children in the directed attention and no-intervention groups on story comprehension and story vocabulary measures. Scores from the dialogic actress group fell in between. On a standardized measure of expressive vocabulary, children in the 2 parent-interaction groups exhibited significant improvement over their pretest scores. Results indicate that parent-led questioning enhances children's learning from video stories at age 3 and that a video incorporating an on-screen dialogic questioner may also be effective. Mechanisms behind the effect of dialogic reading-style interventions are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01