The parent advantage in fostering children's e-book comprehension
| Autor: | Brenna Hassinger-Das, Natalie Brezack, Lien Vu, Alexis Paller, Rebecca A. Dore, Kathy Hirsh-Pasek, Tara L. Valladares, Roberta Michnick Golinkoff |
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| Rok vydání: | 2018 |
| Předmět: |
Sociology and Political Science
Recall media_common.quotation_subject Audio equipment 05 social sciences 050301 education Education Developmental psychology Likert scale Comprehension Reading comprehension Reading (process) Independent reading Developmental and Educational Psychology 0501 psychology and cognitive sciences Narrative Psychology 0503 education 050104 developmental & child psychology media_common |
| Zdroj: | Early Childhood Research Quarterly. 44:24-33 |
| ISSN: | 0885-2006 |
| DOI: | 10.1016/j.ecresq.2018.02.002 |
| Popis: | 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. |
| Databáze: | OpenAIRE |
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