Parent-child interactions during traditional and computer storybook reading for children's comprehension: Implications for electronic storybook design

Alexis R. Lauricella*, Rachel Barr, Sandra L. Calvert

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

73 Scopus citations

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 languageEnglish (US)
Pages (from-to)17-25
Number of pages9
JournalInternational Journal of Child-Computer Interaction
Volume2
Issue number1
DOIs
StatePublished - Jan 1 2014

Keywords

  • Book reading
  • Comprehension
  • Computer
  • Learning
  • Media
  • Parent-child interaction

ASJC Scopus subject areas

  • Education
  • Human-Computer Interaction

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