Abstract
The purpose of this study was to examine how parents and children interact during traditional and computer storybook reading in their home. Thirty-nine, 4-year old children read both a traditional and a computer storybook with a parent. Parent responsiveness and child verbalizations were coded during each type of book reading experience (traditional vs. computer). Parents' interactions during traditional and computer storybooks were similar for many variables but differed on overall parent engagement in favor of computer storybooks. Children's story comprehension scores were not significantly different between the two types of storybooks. For both types of storybooks, child attention, child language, and parent engagement were significant predictors of story comprehension. Our results suggest that a storybook is a storybook, whether the story is presented on paper or electronically, although the ways in which parents and children engage with the storybooks may differ as a function of the platform.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 17-25 |
| Number of pages | 9 |
| Journal | International Journal of Child-Computer Interaction |
| Volume | 2 |
| Issue number | 1 |
| DOIs | |
| State | Published - Jan 1 2014 |
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Keywords
- Book reading
- Comprehension
- Computer
- Learning
- Media
- Parent-child interaction
ASJC Scopus subject areas
- Education
- Human-Computer Interaction
Cite this
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Parent-child interactions during traditional and computer storybook reading for children's comprehension : Implications for electronic storybook design. / Lauricella, Alexis Re; Barr, Rachel; Calvert, Sandra L.
In: International Journal of Child-Computer Interaction, Vol. 2, No. 1, 01.01.2014, p. 17-25.Research output: Contribution to journal › Article
TY - JOUR
T1 - Parent-child interactions during traditional and computer storybook reading for children's comprehension
T2 - Implications for electronic storybook design
AU - Lauricella, Alexis Re
AU - Barr, Rachel
AU - Calvert, Sandra L.
PY - 2014/1/1
Y1 - 2014/1/1
N2 - The purpose of this study was to examine how parents and children interact during traditional and computer storybook reading in their home. Thirty-nine, 4-year old children read both a traditional and a computer storybook with a parent. Parent responsiveness and child verbalizations were coded during each type of book reading experience (traditional vs. computer). Parents' interactions during traditional and computer storybooks were similar for many variables but differed on overall parent engagement in favor of computer storybooks. Children's story comprehension scores were not significantly different between the two types of storybooks. For both types of storybooks, child attention, child language, and parent engagement were significant predictors of story comprehension. Our results suggest that a storybook is a storybook, whether the story is presented on paper or electronically, although the ways in which parents and children engage with the storybooks may differ as a function of the platform.
AB - The purpose of this study was to examine how parents and children interact during traditional and computer storybook reading in their home. Thirty-nine, 4-year old children read both a traditional and a computer storybook with a parent. Parent responsiveness and child verbalizations were coded during each type of book reading experience (traditional vs. computer). Parents' interactions during traditional and computer storybooks were similar for many variables but differed on overall parent engagement in favor of computer storybooks. Children's story comprehension scores were not significantly different between the two types of storybooks. For both types of storybooks, child attention, child language, and parent engagement were significant predictors of story comprehension. Our results suggest that a storybook is a storybook, whether the story is presented on paper or electronically, although the ways in which parents and children engage with the storybooks may differ as a function of the platform.
KW - Book reading
KW - Comprehension
KW - Computer
KW - Learning
KW - Media
KW - Parent-child interaction
UR - http://www.scopus.com/inward/record.url?scp=84929159283&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84929159283&partnerID=8YFLogxK
U2 - 10.1016/j.ijcci.2014.07.001
DO - 10.1016/j.ijcci.2014.07.001
M3 - Article
VL - 2
SP - 17
EP - 25
JO - International Journal of Child-Computer Interaction
JF - International Journal of Child-Computer Interaction
SN - 2212-8689
IS - 1
ER -