Document Type
Article
Publication Date
5-2023
Division
School of Education Counseling and Psychology in Education
Keywords
Shared reading, e-book, parent-child conversation, narration, dialogic reading
Disciplines
Child Psychology | Developmental Psychology | Early Childhood Education | Educational Psychology | Language and Literacy Education
Abstract
The purpose of this study was to systematically vary the medium used for shared reading (digital versus print), the presence of an audio narration feature, and the inclusion of a character offering conversational prompts to identify their impact on parent-child language. In a randomized experimental design, 67 children (2.75-5.10 years old) shared a book with a parent twice. Built-in conversational prompts were effective in increasing the quantity and quality of extratextual language and conversation. There was no evidence that the book being digital in format nor having automatically-playing narration decreased language or conversation quality compared to reading the print version. Based on this study, it appears that carefully designed digital books, including those with narration, provide similar opportunities for engaging in high-quality shared reading as print books. Parents may wish to select digital books with built-in prompts to provide even greater opportunities and support for rich conversation.
Publication Title
Journal of Applied Developmental Psychology
Volume
86
First Page
101522
DOI
10.1016/j.appdev.2023.101522
Recommended Citation
Strouse, G. A., Troseth, G. L., & Stuckelman, Z. D. (2023). Page and screen: Storybook features that promote parent-child talk during shared reading. Journal of Applied Developmental Psychology, 86, 101522. https://doi.org/10.1016/j.appdev.2023.101522
Included in
Child Psychology Commons, Developmental Psychology Commons, Early Childhood Education Commons, Educational Psychology Commons, Language and Literacy Education Commons
Comments
https://doi.org/10.1016/j.appdev.2023.101522