Journal ArticleDOI
Once upon a Time: Parent-Child Dialogue and Storybook Reading in the Electronic Era.
Julia Parish-Morris,Neha Mahajan,Kathy Hirsh-Pasek,Roberta Michnick Golinkoff,Molly F. Collins +4 more
TLDR
In this paper, the authors investigate the impact of the presence of electronic features in parent-child dialogic reading and children's story comprehension with battery-operated, touch-sensitive children's electronic console books or traditional books.Abstract:
Early experiences with books predict later reading success, and an interactive shared reading style called ''dialogic reading'' is especially beneficial to emergent literacy. Electronic console (EC) books, CD-rom books, and e-book apps are designed to teach preschoolers preliteracy skills, but research has yet to systematically explore the impact of these types of books on established predictors of positive literacy outcomes. This research fills that gap with two studies investigating dialogic language and children's story comprehension in a total of 165 parent-child dyads reading battery-operated, touch-sensitive children's electronic console books or traditional books. Results revealed that parent-child dialogic reading and children's story comprehension were both negatively affected by the presence of electronic features. Ways in which e-books may be altered to better serve as educational tools in this new era are discussed.read more
Citations
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Journal ArticleDOI
The effects of integrating mobile devices with teaching and learning on students' learning performance
TL;DR: There was a moderate mean effect size of 0.523 for the application of mobile devices to education and the advantages and disadvantages of mobile learning in different levels of moderator variables were synthesized based on content analyses of individual studies.
Journal ArticleDOI
Putting Education in “Educational” Apps Lessons From the Science of Learning
Kathy Hirsh-Pasek,Jennifer M. Zosh,Roberta Michnick Golinkoff,James H. Gray,Michael B. Robb,Jordy Kaufman +5 more
TL;DR: A way to define the potential educational impact of current and future apps is offered and how the design and use of educational apps aligns with known processes of children’s learning and development is shown to offer a framework that can be used by parents and designers alike.
Journal ArticleDOI
Math at home adds up to achievement in school
Talia Berkowitz,Marjorie W. Schaeffer,Erin A. Maloney,Lori Peterson,Courtney Gregor,Susan C. Levine,Sian L. Beilock +6 more
TL;DR: The intervention, short numerical story problems delivered through an iPad app, significantly increased children’s math achievement across the school year compared to a reading (control) group, especially for children whose parents are habitually anxious about math.
Journal ArticleDOI
Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks A Meta-Analysis
TL;DR: A meta-analysis was conducted on the effects of technology-enhanced stories for young children’s literacy development when compared to listening to stories in more traditional settings like storybook reading, finding multimedia features were helpful and interactive features were detrimental.
Journal ArticleDOI
Identifying Pathways Between Socioeconomic Status and Language Development
TL;DR: The authors reviewed the literature on the relation between socioeconomic status and language ability across domains in early childhood and identified three potential pathways by which SES might influence language development, i.e., parent-child interaction, child characteristics, and availability of learning resources.
References
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Journal ArticleDOI
Parental Involvement in the Development of Children’s Reading Skill: A Five-Year Longitudinal Study
Monique Sénéchal,Jo-Anne LeFevre +1 more
TL;DR: The findings of the final phase of a 5-year longitudinal study with 168 middle- and upper middle-class children showed that children's exposure to books was related to the development of vocabulary and listening comprehension skills, and that these language skills were directly related to children's reading in grade 3.
Journal ArticleDOI
Maternal responsiveness and children's achievement of language milestones.
TL;DR: Maternal responsiveness at both ages predicted the timing of children's achieving language milestones over and above children's observed behaviors and certain dimensions of responsiveness were more predictive than others.
Journal ArticleDOI
To read or not to read: A meta-analysis of print exposure from infancy to early adulthood.
Suzanne E. Mol,Adriana G. Bus +1 more
TL;DR: It is concluded that shared book reading to preconventional readers may be part of a continuum of out-of-school reading experiences that facilitate children's language, reading, and spelling achievement throughout their development.
Journal ArticleDOI
Added Value of Dialogic Parent–Child Book Readings: A Meta-Analysis
TL;DR: The authors examined the added value of an interactive shared book reading format that emphasizes active as opposed to non-interactive participation by the child and found that dialogic reading increased children's vocabulary compared to typical shared reading.